Mathematics 1

Duration

24h Th, 24h Pr

Number of credits

Lecturer

Sylvie Jancart

Language(s) of instruction

French language

Organisation and examination

Teaching in the first semester, review in January

Schedule

Schedule online

Units courses prerequisite and corequisite

Prerequisite or corequisite units are presented within each program

Learning unit contents

Teaching in the SCIENCES AND TECHNIQUES research and study areas in groups of the following teaching units: GU1> CONSTRUCTION : learning activities of CONSTRUCTION - CONSTRUCTIVE AND TECHNICAL APPLICATIONS/parts - MATERIALS GU2> STRUCTURE : learning activities of STRUCTURE - CONSTRUCTIVE AND TECHNICAL APPLICATIONS/parts GU3> EQUIPMENT: learning activities of EQUIPMENT: CONSTRUCTIVE AND TECHNICAL APPLICATIONS/parts GU4> MATHEMATICS: learning activities in MATHEMATICS GU5>PROFESSIONAL APPROACH: learning activities of PROFESSIONAL PRACTICE - BACHELORS PLACEMENT
Learning activities take place within a course which covers various disciplinary fields which it is useful to cross over in a reflective way with techniques and sciences in order to apply these for human benefit; our technical considerations should therefore extend to a more qualitative than quantitative dynamic.
The Mathematics teaching unit aims to provide a range of tools enabling students to understand (evaluate, measure, quantify, etc.) the constructed reality of architecture, which inevitably falls within the physical world which surrounds us. The secondary issues addressed are revised and more specific concepts are introduced in direct relation to the course.
The other aim of the course is to structure students' thoughts and reasoning processes in the broadest sense of the term as well as to develop students' general ability for abstraction, through a variety of applications, principally linked to the field of architecture.
Among these themes which hold a central place in this teaching unit are:

• Basic mathematical concepts (numbers, their notation and, in particular pi and the golden ratio as applied to architecture, properties of operations, remarkable properties, etc.).
• Trigonometry (basic trigonometric functions with the introduction of tangents through the concept of slopes and % gradients. Relationships between triangles, Elementary trigonometric equations, exercises applied to architecture
• Algebra (study of functions, derivatives, extrema research, etc.)
• Analysis (integrals, research on surfaces and volume, use of different Cartesian representations, parametric equations and polar coordinates, etc.)

Learning outcomes of the learning unit

Connected to the competency framework : All teaching in the Sciences and Techniques area will enable students to develop specific competencies in the Faculty's competency framework by guiding them more particularly in the development of the following competences: Drafting a spatial response, Defining an architectural question, Implementing a spatial response.
More specifically, this unit provides the tools required to develop these competences to the benefit of other units, mainly in the Sudy and Research area. 1. The competences targeted are :
Defining an architectural question

• Studying the various components of the theme and context (historical, landscape, economic, legal, technological, etc.).

• Spatially reflecting the theories presented, using an analytical approach by combining different scales.
• Integrating resources and structural, technical, material and energy constraints

• Adapting structural, technical and material choices to meet the principles and values of the project

• Remembering : being able to recover knowledge received in secondary school in long-term memory, localise it and adapt it to current needs (e.g. trigonometric formulae for tangents)
• Interpreting : constructing meaning from oral, written and/or graphic information, move from one form of representation to another (verbal or written to digital for example) (e.g. problems calling upon resolution by trigonometric equations, looking for minimum costs, etc.)
• Applying : following or using a procedure in a given environment, applying a procedure to familiar and non-familiar tasks. Transferring knowledge to other teaching units (e.g. applying trigonometric formulae revised and worked on during the courses on structure and construction, etc.).
• Analysing : differentiating between pertinent and non-pertinent issues as well as significant information which is not in the material given.
• Evaluating : detecting inconsistencies or discrepancies in a process.

Prerequisite knowledge and skills

A minimum of four hours per week in secondary school is recommended.

Planned learning activities and teaching methods

Every week, two hours of theory classes in the lecture hall as well as two hours of exercises.
These exercise sessions are led by student monitors in the Masters in Mathematics with a focus on teaching.
This enables students to progress at their own rhythm, paying particular attention to the questions raised.
4 devices have been set up:

• Graphic syllabus and sessions on Ecampus
• A prerequisite test on line is organised in October
• A intermediate evaluation in Novembre
• A mock examen in December

Mode of delivery (face-to-face ; distance-learning)

Face-to-face

Recommended or required readings

Course notes and exercises are given on Ecampus.
A syllabus of exercises required for the exercise sessions is available on opera store. A syllabus of additional exercises is also suggested.
In addition, mathematics books can be found in the library on the botanical site.

Assessment methods and criteria

Written exam in January. Second chance for fisrt year student in June.

Work placement(s)

Organizational remarks

Remedial teaching in Q2

Contacts

sylvie.jancart@ulg.ac.be

Items online