Mathematics in Interior Architecture Education in Türkiye: Curricular Positioning and Design Integration

Abstract

This study examines the presence, content, and pedagogical positioning of “Mathematics” courses in undergraduate interior architecture programmes in Türkiye. As an interdisciplinary field, interior architecture relies on mathematics to shape both physical and perceptual aspects of space. A document analysis was conducted across 90 departments. The analysis followed three frameworks: Curricular Position Lens (GMC, DOM, POM), Conceptual Design Lens (MfD, MiD, MoD), and Thematic & Operative Lens. The findings identified 40 mathematics-related courses, evenly divided between compulsory and elective offerings. These courses are generally separated from design studios, with compulsory courses concentrated in early semesters and electives distributed across later years. Results show that mathematics is predominantly positioned as an instrumental and supportive element within curricula, while its role as a constitutive part of design thinking remains limited. The study argues that the key issue is not the presence of mathematics courses, but their epistemological positioning within design education.