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Relevance of Vedic Mathematics in enhancing speed and accuracy

Relevance of Vedic Mathematics in enhancing speed and accuracy

Ratings: (0)|Views: 1,323 |Likes:
Published by Gaurav Tekriwal
by Khushboo Jain, M.A.Math
by Khushboo Jain, M.A.Math

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Categories:Types, Research
Published by: Gaurav Tekriwal on Jul 26, 2013
Copyright:Attribution Non-commercial


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Vedic Mathematics is the name given to the ancient system of Mathematics. It is a giftto the world and was formulated over many centuries by the ancient sages and rishisof India. Vedic Mathematics refers to a set of sixteen mathematical formulae or sutrasand their corollaries or sub sutras derived from the Vedic system. This speaks for itscoherence and simplicity in handling mathematical problems. The sutras not onlydevelop our logical thinking and intelligence and also encourage innovativeness
Adescriptive research was conducted to ascertain the significance of VedicMathematics in enhancing the speed and accuracy of the students in Mathematicalcomputation at middle level. The sample consisted of two schools with sixty studentseach, one in which Vedic Mathematics is being taught and the other in which VedicMathematics is not taught. A teacher made test was provided to both the groups andthe analysis depicts that the students who are taught Vedic Mathematics reflectedhigher speed and accuracy as compared to those who were taught throughconventional method. The analysis of Open ended questionnaire which wasadministered on both the groups shows that the students who are taught throughVedic Mathematics enjoy Mathematics and they find it quite interesting and those whoare taught through Conventional method too enjoy studying the Mental Mathematicswhose roots lie in the realm of Vedic Mathematics.
Key words:
Relevance, Vedic Mathematics Khushboo jain M.A.Maths M.Ed (Gold Medalist)
Mathematics reveals hidden patterns that help us to understand the world around us.Much more than arithmetic and geometry, Mathematics today is a diversifieddiscipline, which deals with data, measurement and observations from science; withreference, deduction and proof, and with mathematical models, natural phenomena,human behaviour and social systems. As a practical matter, mathematics is a scienceof patterns and order. Its domain is not molecules or cells, but numbers, chance, form,algorithm and change. As a science of abstract object, mathematics relies on logicrather than on observation as its standard of truth, yet employs observation,simulations and even experimentation as means of discovering the truth. The result of mathematics theorems and theories are both significant and useful; the best resultsare also elegant and deep. In addition to theorems and theories, mathematics offersdistinctive mode of thought which are both versatile and powerful, includingmathematical modelling, abstraction, optimisation, logical analysis, inference fromdata and use of symbols. Due to diverse application of mathematics, the variousmathematical toolsare required which are interlinked with each other. It is the tallshape of mathematics.
The Education Commission (1964-66
) recommended Mathematics as acompulsory subject for all school students up to class X. There is hardly any disciplineof study without the numbers. Thus Mathematics enjoys unique status in a schoolcurriculum. 
The National Policy of Education (NPE-1986)
also emphasizes the Mathematicsshould be visualized as the vehicle to train a child to think, reason, analyze andarticulate logically, apart from being a specific subject, it should be treated asconcomitant to any subject involving analysis and reasoning. But it has been observedthat many school students find difficulty with learning of Mathematics and fail inMathematics. The plausible cause for the failure is that the teachers quite often pay
no attention to the basic concepts. The object is to develop the skills and methods of solving questions with cramped up formulae.
The National Curriculum Framework for School Education-2000
(NCFSE-2000)reiterates the importance of Mathematics education as visualized in NPE-1986.According to NCFSE, one of the basic aims of teaching Mathematics in schools is toinculcate the skills of quantification of experiences around the learners who in turncarry-out experiments with numbers and forms of geometry; frame hypothesis andverify them; generalize the findings with proofs; make precisions applyingMathematics; develop precision, rational and analytical thinking, reasoning,competence to solve problems, positive attitudes and aesthetic sense. There is a huge gap between prescription and practice of a Mathematical curriculum.Most of the time of the classrooms of Mathematics is preoccupied with routineteaching and not much time is devoted to learning of Mathematics. Teaching of Mathematics is an act of the teacher which comprises of various strategies which helpthe students in developing various computational skills and make the studentscompetent in solving various problems in Mathematics. It has been observed thathardly any student asks questions in Mathematics classroom, implying that thelearning rarely takes place in the classrooms. It also have been observed that theteacher education colleges in India prepare the Mathematical teachers at secondaryand senior secondary level and unfortunately, some of the teacher education collegesdon’t have teacher educators who studied Mathematics at school level. Many of theMathematics teachers do not distinguish between teaching of Mathematics andteaching of say, History.One of the disturbing aspect of Mathematics education in India and also rest of theworld is that of the lack of Mathematical sophistication in the education provided tonon-Mathematicians. Most of the Mathematics taught to non-Mathematicians centresaround the development of the previous century. Miyan (1991) in his report on theFourth Survey of Research in Education made a concluding remark-“The quality of researches in Mathematics education in India leaves much to be desired… What isneeded is a proper selection of problems, especially in the area of methods of teaching and measuring multidimensional outcomes among students as a result of teaching exercise.”

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