Mathematical Relations in Architecture and Spatial Design

This paper discusses the introduction or application of mathematics in architectural and spatial design education. The examples discussed are from undergraduate courses running in the Spatial Information Architecture Laboratory in RMIT University but the work draws on research in a wider international community. It specifically addresses the dual themes of effectively utilizing new paradigms in teaching and learning and applications of mathematics and modelling in the real world. The work discussed is project- rather than problem – based. Problems that emerge and have to be solved, are a subset of the students ’ own world; the framing and definition of the problems are as much a topic for discussion and criticism as the student’s approach to their solution. In the context of architecture and design, a disciplinary area where mathematical content is sparse, and, if anything, diminishing and there is no prerequisite for measured mathematical competencies, the paper reports on courses where the prevalent reticence to call on explicitly mathematical ways of defining relations in design modelling has been overcome to produce interesting design outcomes. It will conclude with plans to extend this research to combined course offerings in mathematics and design