Abstract
This paper considers a Mathematical Aspects in Architectural Design course in a college of architecture. The course is based on experiential learning activities in the design studio. It focuses on designing architectural objects, when the design process is tackled from three geometrical complexity directions: tessellations, curve surfaces, and solids intersections. The students perform seminars, exercises, and projects in which they analyse and develop geometrical forms and implement them in design solutions. Students achievements in design and mathematics are assessed. The course follow-up indicated that the students used mathematics as a source of complex geometrical forms and a tool for designing efficient solutions.
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© 2007 Kim Williams Books, Turin
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Maor, S., Verner, I.M. (2007). Mathematical Aspects in an Architectural Design Course: The Concept, Design Assignments, and Follow-up. In: Williams, K. (eds) Nexus Network Journal. Nexus Network Journal, vol 9,2. Birkhäuser Basel. https://doi.org/10.1007/978-3-7643-8699-3_12
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DOI: https://doi.org/10.1007/978-3-7643-8699-3_12
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