I found this article during a literature search about architectural patterns (mainly in the computer science context).

The traditionally intimate relationship between architecture and mathematics changed in the twentieth century. Architecture students are no longer required to have a mathematical background. While a problem in itself, a far more serious possibility is that contemporary architecture and design may be promoting an anti-mathematical mind-set. The modernist movement suppresses pattern in architecture, and this has profound implications for society as a whole. Mathematics is a science of patterns, and the presence or absence of patterns in our surroundings influences how easily one is able to grasp concepts that rely on patterns. Eliminating patterns from twentieth-century architecture affects our capacity to process and interpret patterns in thought. Mathematics, and the intellectual patterns it embodies, lie outside our contemporary, explicitly anti-pattern architectural world-view.

The value of Alexander's Pattern Language is that it is not about specific building types, but about building blocks that can be combined in an infinite number of ways. This implies a more mathematical, combinatoric approach to design in general.

Architectural education tends to focus on trying to develop "creativity". A student is urged to invent new designs -- with the severe constraint not to be influenced by anything from the past -- but is not taught how to verify if they are solutions. This approach ignores and suppresses patterns in solution space. Contemporary architectural theory can only validate designs by how closely they conform to some arbitrary stylistic dictate. The only way to avoid coming back to traditional architectural patterns -- which work so well -- is to block the deductive process that relates an effect with its cause. By deliberately ignoring the consequences of design decisions, architectural and urban mistakes are repeated over and over again, with the same disastrous consequences each time.