In this age of mature digital tools, the enduring vocabulary of geometry, its knowledge, and its transmission are invaluable for addressing the modalities of architectural creation in a contemporary world characterized by immanence, speed, ubiquity, and the evolution of computing power. In the era of BIM, parametric modeling, and 3D printing, all three of which require a digital model, geometry is more fundamental than ever to understanding the processes of architectural design. Thus, within the context of architectural education, there exists a body of mathematical knowledge specifically dedicated to architects. Mastering geometry is, of course, one of its primary objectives. The history of architectural education has illuminated this discipline through several approaches. For example, the interplay between descriptive and analytical geometry forms a cultural complementarity specific to architects. This dual approach to morphology put at the service of the project — the art of line and the art of calculation — has been revisited for about thirty years by the presence of computer tools which have radically reorganized the design and production processes now at work in architectural firms.