The purpose of this proposal is to introduce and integrate architecture as a study subject in the math curriculum for high school grade levels within the public school system at New Haven, CT. Students will conclude this program by creating an architectural model that demonstrates the mathematical discoveries of their work and study. While discoveries are in the traditional areas of Algebra, Geometry, Trigonometry, and Calculus, the process of learning and teaching adheres to the architectural paradigm of "…less is more."[1]
To empower students with those architectural principles that delineate an historic relevance for the precept that "…less is more," this curriculum unit combines a series of presentations that explore the formal definitions of geodesic geometry in Architecture and, in particular, the engineered geometry, patterns, and systems that modularize those design forms. The dynamics of teaching and learning with these tangible forms is intended to enhance the visual and intellectual perceptions of young mathematicians, as they contend with less intangible concepts. Therefore, the educational goals strive to reach a more profound level of awareness and with less compromise. Teaching the project presented in this unit describes my experiences in organizing, managing, supervising, and testing this program. To clarify the development process of this project, three (3) phases will be presented as follows:
