[ ♫ QUICK PACED KEYBOARD MARCH ] – Maths and art are constantly feeding into everything that we do. We are always using maths to work out how big a spaces needs to be, to work out whether people can fit into it, to work out how much material we might need to make that space. So all of our maths is directly related to the things that we build. – Well I know as sculptor that I wasn’t very good at maths at school, but since I’ve been making my own work that I have to use maths quite a lot in what I do, so I think it’s actually understanding that maths can have a good reason to be learnt. If you know there is a practical application it makes more sense when you’re learning it in school. – They spend a lot of time in classrooms and they don’t get to see how things are used in the real world, they are often asking you well when will I need this, when will I use this, so it gives them an opportunity to really understand it, and properly develop a deeper understanding than they do just in a classroom. – I think people find that if you do a project on public art it gives them a context within which to think about art, and see it within their terms and in relation to the place they live, the place they use or the place they go to. – It’s not just making an art work and putting it somewhere, there’s a lot of other factors that you have got to think about to make the art work. – I think in maths they see a question, and they automatically want to put the real answer without estimating it, and not seeing the importance of how you can estimate something and that can help you check an answer, but then also see it in real life and think if I’m making sculpture or I’m making a piece of art work, looking at the scale of things, looking at the size and estimating how big it is in comparison to themselves or other objects around them so it gets them thinking outside the box and thinking in the real world.