Math, architecture and design: methodological innovations and disciplinary convergence in an undergraduate course
DOI:
https://doi.org/10.11606/gtp.v17i3.187927Keywords:
Project, Education, EmbodiementAbstract
This article intends to present a critical perspective regarding the undergraduate course MAP-2001 – Math, Architecture and Design, as the result of a history of approximation between Laboratory of Models and Tests (LAME), in FAUUSP (Faculdade de Arquitetura e Urbanismo da Universidade de São Paulo), and the Center for Teaching and Diffusion Matemateca, associated with IME (Instituto de Matemática e Estatística). In an environment of innovation in processes of teaching and learning related to the expanded field of design, such course offers significant methodological contributions; such as an intense interdisciplinary collaboration environment and a design exercise based on material exploration, enabled by the very quality of a teaching laboratory space, associated deeply with the possibilities of producing interactive teaching objects inspired by mathematical concepts. Collaboration in multi-disciplinary teams and exploration based on the students’ interests are emphasized in the process. The experience gathered in five editions realized since 2013 is presented and debated, using three examples of students’ work to inform the discussion. Such analysis intends to contribute to the specific field of Education by reflecting on this novel approach, its procedures and results.
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