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Book Sections Since the publication of the book Vedic Mathematics1 by Sri Bharati
Krsna Tirthaji in 1965 a great deal has been said about Vedic
Articles Mathematics, especially in the last few years. There has been
controversy about the validity of the title as the Sutras on which the
Miscellaneous contents of the book is based have not yet been located in Vedic
scriptures. In this article, though, we will be mainly concerned with Vedic
Videos Mathematics as a system, compared to the system normally taught. So
by Vedic Mathematics we here mean the system outlined by Bharati
Sutras Krsna Tirthaji in his book.
Web Sites The book mainly deals with elementary arithmetic, algebra and some
calculus and geometry. It covers quite a wide range though, and
Book Purchasing includes many new methods, some of which have been noted in the
Guide past. But here they are put together as a system. What is this ‘system’
and how does it compare with what we currently have? What
Programs advantages does it offer?
The first thing to note is that the book is an introduction; it is not
supposed to be a full exposition of Vedic Mathematics and was written
in the author’s final years. I was given a copy of the book in 1971 and
was amazed at its style and content. Some of the claims made seemed
preposterous, but, given the integrity of the author and the originality of
the material in the book, it seemed reasonable to study the work
carefully first to see if there could be anything in it. Various extensions of
the techniques became obvious and also applications in other areas of
mathematics; and a clear and beautiful system gradually emerged.
MULTIPLICATION
Using the Sutra Vertically and Crosswise we can multiply any two
numbers together in one line using this general Vedic method. Suppose
we want to multiply 45 by 63:
45
63
2835
4 1
b) Then we multiply crosswise and add the two results: 4×3 + 5×6 = 42.
To this we add the carried 1, so we put down 3 and carry 4 to the left.
c) Finally we multiply vertically on the left: 4×6 = 24 and adding the
carried 4 we get 28 which we put down.
The simple pattern used makes the method easy to remember and it is
very satisfying to get the answer in one line. It is also easy to see why it
works: the three steps find the number of units, the number of tens and
the number of hundreds in the answer.
4 5
6 3
1 3 5
2 7 0 0
2 8 3 5
Here we have two lines of working before we get the answer, we have to
remember to put the zero down on the right on the second line and there
is no memorable pattern as there is with the Vedic method.
LEFT TO RIGHT
The Vedic method though, has many other advantages. For example it
can also be carried out from left to right.
4 5
6 3
2 8 3 5
4 2
a) Vertically on the left, 4×6 = 24, write down 2 and carry 4 to the right.
b) Crosswise we get 4×3 + 5×6 = 42 (as before), add the carried 4, as
40, to get 82, write down 8 and carry the 2.
c) Finally, vertically on the right 5×3 = 15, add the carried 2, as 20, to
get 35 which we write down.
We always add a zero to the carried figure as shown because the first
product here, for example, is really 40×60 = 2400 and the 400 is 40
tens. So when we are gathering up the tens we add on 40 more. This
does not seem so strange when you realise that a similar thing occurs
when calculating from right to left: in the first calculation above the first
vertical product (on the right) was 15, and although the 1 in 15 stands
for 10 it was counted as one unit in the next column.
The same vertical and crosswise method can be used for algebraic
multiplications. For example (2x + 5)(3x + 1):
2x + 5
3x + 1
6x2 + 17x + 5
vertically: 2x × 3x = 6x2,
crosswise: 2x × 1 + 5 × 3x = 17x,
and vertically: 5 × 1 = 5.
The conventional system does not use the same method for multiplying
algebraic expressions as it uses for arithmetic products. It does
something completely different: as shown below by the curved lines, we
multiply the first by the first, the last by the last, the inner pair and the
outer pair.
This works nicely but is not related to the way the conventional system
multiplies numbers. In the Vedic system however we find that once we
know how to multiply, divide, take a square root etc. of numbers, we can
use the same technique with polynomial expressions. This close link
between algebra and arithmetic in the Vedic system means the practice
of arithmetic builds up skills in algebra too.
This shows that the Vedic system is simpler and more unified than the
modern methods, which seem to be a hotchpotch of techniques that
have come to be the standard ones over the years, but have little real
coherence.
This simplicity also suggests that this method could have been known in
the past (it is in fact given by Leonardo of Pisa in his book "Liber Abaci")
and could well have been used by the enlightened mathematicians of
Vedic times. If a place-value system was then used to represent
numbers the multiplication and division techniques given by Bharati
Krsna Tirthaji could very well be the same as those used in the Vedic
civilisation.
DIVISION
a b
6 3
2 8 3 5
a) Since we know that the vertical product on the left must account for
the 28 on the left of 2835, or most of it, we see that a must be 4.
This accounts for 2400 of the 2800 and so there is a remainder of 400.
A subscript 4 is therefore placed as shown.
b) Next we look at the crosswise step: this must account for the 43 (43),
or most of it. One of the products gives: 4×3 = 12 and this can be taken
from the 43 to leave 31 for the other product, b×6. Clearly b is 5. The
cross-product is therefore 42 and so there is a remainder of 1, which we
carry to the right.
Now the right vertical product is 5×3=15, and as this is exactly what we
have left there is no remainder and the answer is exactly 45.
45
63)2 8 3 5
252
315
315
000
This method is easily developed for division of any number by any other
number to any number of significant figures, and even dividing
polynomial expressions. Furthermore the multiplication method
described here simplifies when the numbers being multiplied are the
same, i.e. for squaring numbers. And this squaring method can also be
easily reversed to provide one line square roots: easy to do, easy to
understand.
These illustrations show that not only does Vedic Mathematics have a
system but it is more unified than the conventional system. The same
coherence in the Vedic system can be demonstrated in other areas of
mathematics.
FRACTIONS
The conventional system uses few special cases. For example if you
needed 56×10 you would not use long multiplication, you would just put
the zero on the 56. But the conventional system does not go nearly far
enough: it tends to stick to one method rigidly.
-12 -2
88 × 98 = 86/24
It is not usually set out like this, but seeing the numbers are close to 100
we naturally think of the deficiencies (12 and 2) of the numbers from
100, which here are placed over the numbers (on the flag), the minus
signs indicating that the given numbers are below 100.
The left-hand part of the answer, 86, is found by taking one of the
deficiencies from the other number: 88 – 2 = 86 or 98 – 12 = 86
(whichever you like),
There are many special cases in the Vedic system, but you do not have
to use them as the general method is always available. This adds to the
fun of doing mathematics though: having only one method, which is
always applied, for multiplication, division, solving equations etc. leads
to rigid thinking and is boring for most people. The variety of methods in
the Vedic system on the other hand gives the student a choice about
how to solve a problem and so they start to be creative: they think more
about what they are doing and start inventing their own methods.
Just as in everyday life we are faced with many challenges and each
has to be approached in its own way, similarly every mathematical
problem invites its own unique method of solution.
MENTAL MATHS
Another aspect of the Vedic system is that as the methods are so easy
and can also be carried out from left to right, calculations can be done
mentally. This gives confidence, greater mental agility and improves
memory; students become more flexible and innovative and this has an
effect on their other studies.
Years ago I tutored a fourteen year old boy who had broken his leg and
could not get to school. He was in a large comprehensive school and for
maths he was in the bottom class out of six. He noticed that I tended to
do calculations mentally and began to do the same. When I noticed that
I showed him how to multiply two 2-figures numbers in his head. He was
delighted and could soon multiply the numbers quite quickly. Then I
showed him how to multiply two 3-figure numbers. When it was
explained I gave him two numbers to multiply. After a while he gave the
answer and when I told him it was correct he was really amazed and
delighted. It was a special moment for him: he had done something that
probably no-one in his school could have done, including the teachers.
EQUATIONS
But just looking at the equation we can see that there will be 3x on the
left and 15 on the right so that x must be 5. The Vedic system
encourages us to look at the equation and let the mind just go to the
answer.
The actual working (whether mental or written), and the logic, is the
same in both cases: it is the attitude that is different.
OTHER EXAMPLES
THE SUTRAS
The Vedic system uses a collection of sixteen Sutras and some sub-
Sutras. These are short memorable phrases, sometimes just a single
word. For example, Vertically and Crosswise, Proportionately and On
the Flag. They are clearly considered by Bharati Krsna Tirthaji to be an
important aspect of Vedic Mathematics. It is easy to see that a phrase
like Vertically and Crosswise could be useful for pupils; to remind them
of a specific technique or way of tackling a problem. But they raise many
questions: why are there sixteen Sutras, where do they originate from,
what are sub-Sutras? The question about the authenticity of the Sutras
cannot be answered, at least from a western point of view, by finding
some reference to them in the extant literature. Because they appear in
a book or other text does not make them valid, it just means somebody
once thought they were.
CONCLUSION
References:
copyright to the
ACADEMY OF VEDIC MATHEMATICS
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