Geometric Characterization of Late-Baroque Domes in Sicily

Floriano, Laura; Liuzzo, Mariangela; Margani, Giuseppe

doi:10.1007/s00004-022-00594-z

Cited by 3 publications

(1 citation statement)

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“…From an educational point of view, our freshmen are unlikely to be able to face most of the modeling process by themselves. In particular, the idealization/mathematization step is too difficult for them; in fact, it is known that a correspondence between built geometry and theoretical form never exists (Floriano et al, 2021); moreover, in the steps which follows, the complexity of the theoretical form needs a discretization of its characteristic and descriptive elements through the graphic language that, in being an expression of synthesis, risks to become an excessive simplification of its features. So, students are given an idealized real model proposed by teachers, which translates the real word object (architectural built shape) into a mathematical domain (abstract surface).…”

Section: Setting and Activity Descriptionmentioning

confidence: 99%

Analyzing today geometry on architectural heritage between mathematics and representation to define architect's background

2023

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We present and analyze an example of activity aiming at introducing graphical language and standards to students of the first year bachelor's in architecture. Our example concerns the 2D representation of an architectural object, an essential competency in the architect's profession, and specifically deals with roofing systems made up of vaults generated by cylinders and their intersections. It is a first attempt to create activities that involve all students regardless of their different levels of geometric understanding and of familiarity with graphic language; in particular, this example exploits the introduction of physical or virtual models to support the mathematical thinking of students in completing the task and takes place during regular lesson times, without modifying or adding mathematical subject contents. Research literature on mathematical modeling, in particular on the so-called prescriptive one, provides us tools to frame and implement our study case; it also allows presenting mathematical modeling as a goal in an extra-mathematical educational context. Nous présentons et analysons un exemple d'activité visant à initier au langage graphique codé des étudiants de première année de licence en architecture. Notre exemple concerne la représentation 2D d'un objet architectural, une compétence essentielle dans le métier d'architecte, et traite spécifiquement des systèmes de couverture constitués de voûtes générées par des cylindres et par leurs intersections. Il s'agit d'une première tentative de créer des activités qui impliquent tous les élèves, quels que soient leurs différents niveaux de compréhension géométrique et de familiarité avec le langage graphique ; en particulier, l'exemple présenté exploite l'introduction de modèles physiques ou virtuels pour soutenir la pensée mathématique des élèves dans la réalisation de la tâche et se déroule pendant le temps normal de cours, sans modifier ni ajouter le contenu mathématique établi dans les programmes d'études. La littérature de recherche sur la modélisation mathématique, en particulier celle dite prescriptive, nous fournit les outils pour cadrer et mettre en œuvre notre étude; il permet également de présenter la modélisation mathématique comme un objectif dans un contexte éducatif extra-mathématique.

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Section: Setting and Activity Descriptionmentioning

confidence: 99%