Document Type : Original Research Paper

Authors

• E. Mohammadzadeh chianeh
• H. Soltanzadeh
• M. Dehbashi Sharif
• G. Keramati

Department of Architecture, Architecture and Urban Design Faculty, Islamic Azad University, Central Tehran Branch, Tehran, Iran

Abstract

Background and Objectives: Architectural education as a challengeable subject is dependent on multiple variables. Since formation of an architect character and learning design abilities are related to this subject, it is so sensitive.  Historically, the role of mathematics and application of its different aspects in architectural design is indisputable. While recent decades have witnessed a high level of interaction between mathematics and architecture in the world, mathematics in architectural education in Iran is still being taught as a basic course through the lecture method. A great concern in learning architectural design is how to apply the basic courses in design process.
Methods: According to the necessity of revising the role of mathematics in education of architectural design, and developing new approaches to apply mathematical thought in logical process of design, the present study aims to test an educational model in an environment consisting of test and control groups in the Basic Design 1 & 2 courses, using the proposed model of Lawson as well as quasi-experimental research method. The research subjects are selected among BA students of Islamic Azad University of Urmia (n=52). They provided logical solutions for design problems, using algebraic, arithmetic, geometric and symbolic aspects of mathematics. The subjects’ design abilities were evaluated by the performance measurement method based on verdict criteria. The researchers determined two groups of mathematical and architectural design measurement criteria. For design, the criteria included design conceptual quality, spatial and functional arrangement, form combination, presentation quality, creativity and final grade. 
Findings: The final grades of four research projects executed in two studios were respectively for design 62.57,66.29, 71.30, 75.31 and for mathematics 64.99, 69.27, 71.72 and 74.9. The correlation between design and mathematics evaluation scores for project 1 of the studio 1 (ƿ=0.594) and project 2 of the studio 2 (ƿ=0.604) is independently obvious which indicates the strong combination between mathematics and design aspects in these projects. For the project 2 of the studio 1, the correlation was low (ƿ= 0.166). The possible explanation could be based on the lack of real materials application and the experiment of altering theory analysis to practical analysis. The correlation between design evaluation scores and mathematics application (ƿ=0.384) reveals a positive role for mathematical thought in developing logical solutions and general quality of design.
Conclusion: Findings of this study directly refers to the correspondence between research assumptions and the verdict criteria. The findings indicate that students’ performance in test group is better than the students in control group in all criteria except the presentation. The best performance by subjects of the test group means that their ability in creating solution concept has much improved compared with the control group as a result of manipulating the independent variable which is the education method in this study. This improvement couldn’t be related to other unrelated independent variables, because these variables have been either controlled or their effect has been studied through the pre-test. Stated on the findings in analyzing the general quality of design, students provided complicated geometric patterns in their design as logical, creative and efficient solutions through realizing their mathematical principles. Acquiring and developing the design schema based on design problems in the Basic design studios results the improvement of the students’ ability in logical aspects of design.
 

Keywords

• "Architecture design education"
• "Design process"
• "Lawson educational model"
• "Mathematical applied concepts"
• "Design ability"

20.1001.1.20080441.1399.14.3.11.3

Main Subjects

• Modern Educational Approaches

COPYRIGHTS 
©2020 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers.