Abstract

Theoretically, improving student’s performance in mathematics is challenging for today education. In the context of typical classrooms that adopt conventional teaching method, students are usually taught using structured rules based on the given academic syllabus. However, teaching architecture students needs a different approach. This is because architecture students learn by understanding the application into practice rather than by only solving the principle problem. In this research, a teaching experimented was conducted on 26 groups of architecture students. The experiment was designed based on the constructivist learning approach to study the mathematical creativity of the students. The findings indicated that their mathematical creativity has improved when they are learning about structure in architecture.