ISSUE No. 62
A warm welcome to our new subscribers.
Vedic Mathematics is becoming increasingly popular as more and more people
are introduced to the beautifully unified and easy Vedic methods. The purpose
of this Newsletter is to provide information about developments in education
and research and books, articles, courses, talks etc., and also to bring together
those working with Vedic Mathematics. If you are working with Vedic Mathematics
- teaching it or doing research - please contact us and let us include you
and some description of your work in the Newsletter. Perhaps you would like
to submit an article for inclusion in a later issue or tell us about a course
or talk you will be giving or have given.
If you are learning Vedic Maths, let us know how you are getting on and what
you think of this system.
This issue's article is by Osama Moh'd H. Bagersh who is an Instructor at
the College of Education (Mathematics Department) / Aden University. Below
is the Summary to his thesis for a master degree in Vedic Mathematics in the
field of Mathematics Education. The results show that the Vedic methods seem
significantly better than the conventional methods. The author hopes to take
these studies further for his PhD.
The effect of Vedic Method to perform multiplication
and division on the achievement the pupils of the 5th grade in Aden.
Submitted by: Osama Moh'd H. Bagersh
Supervised by: Dr. Shakeeb Moh'd H. Bagersh
Mathematics Department / Faculty of Education
Aden - 2008
This study aimed to specify the effect of Vedic Method on the achievement
of the pupils of the 5th grade in permanence of multiplication and division
at Aden governorate.
The study's sample consisted of (158) pupils (girls and boys) in two schools
in Al-Munsooreh district: one for boys and the other for girls enrolled in
the school-year 2007/2006
The sample was divided in to two groups: one control group and the other is
the experimental group. Each group consisted of (35) boys and (44) girls.
Before starting the school experiment the researcher made sure that the two
group were equivalent for age, social environment and earlier achievement
on basis of equivalent test. According to levels of achievements each group
was divided into three sub-groups (high- middle- low).
The researcher prepared a written instructional material (as experimental
material), to teach the third unit of the mathematics syllabus in grade 5.
This unit deals with multiplication and division.
The pupils of experimental group were taught by using this experimental material,
whereas the pupils of control group were taught by using the common (current)
method.
The experiment continued for four weeks, started by carrying out the equivalent
test, and ended by carrying out the achievement test.
The following hypotheses were put out for the study to be examined:
1. There is no significant difference in the achievement at the level of a
= 0.05 between the marks averages of the pupils of the two groups: the experimental
one which was taught by Vedic Method and the control group which was taught
by common method.
2. There is no significant difference at the level of a = 0.05 between the
marks averages in the achievement test of the boys pupils of the two groups,
as well as of the girls pupils of the two groups..
3. There is no significant difference at the level of a = 0.05 between the
marks averages in the achievement test of the pupils of the sub-groups (high,
middle and low) of the two main group.
After finishing the school experiment the hypothesis was examined by using t-test.
The results are as follows:
a) There is a significant difference in achievement at the level of a = 0.05
positively for the control group in the following cases:
? for the whole two groups.
? for the boys groups.
? for the girls groups.
· for the sub-groups of high and middle levels .
b) There is no significant difference at the level of a = 0.05 between the
marks overages in achievement test of the pupils of the sub-groups of low
level .
It is necessary to mention that the achievement levels are very low in general.
The researcher concluded the followings:
1- The school situation almost does not enable the pupils to understand their
lesson directly from their teachers, so they try to have private lessons.
Therefore the school - achievement is insufficient, as well the private lessons
can't increase that achievement. That is discovered through the results of
both the equivalent and achievement tests, for the two groups
2- The school field experiments are faced with rejection from the school administrations;
One of the reasons is that some of the teachers lose their private lesson
when such experiment carried out then they couldn't follow the new methods.
The researcher is putting the following recommendations:
1- The school - experiments should be as a real part of the syllabus, that
should be fulfilled by the satisfaction and help of the school
a administration, the teacher and subject's guidance.
2- To add some heritage and enrichment as well as skills to the course ''teaching
methods'' at colleges of education and teachers' institutes. That should be
also the training courses for in-services teachers. The expelled results are
to develop qualification of teachers, their satisfaction and trends to renovation
and experiment of new methods.
The researcher gives the following suggestions:
1- To carry out such a study using Vedic Method only for one of the two operations,
either multiplication or division in a lower classes, that they acquired new
knowledge and skills without previous impression as well they have enough
time to learn this method.
2- To carry out such studies to perform other mathematical operations because
the Vedic Method can be used in other branches of mathematics such as algebra
and geometry.
3- To carry out some studies to animate the mathematical heritage (the Islamic,
Arabic and international).
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NEWS
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DOCUMENTS OF BHARATI KRSNA TIRTHAJI
During the visit to India described in the previous newsletter His Holiness Jagadguru Shankaracharya Swami Nishchalananda Saraswati ji of Govardhan Matha, Puri pointed out that documents and artifacts originally belonging to Bharati Krsna Tirthaji now belong at the Govardhan Matha.
We were able at that time to pass on some original pages written by Bharati Krsna Tirthaji and would like to impress on anyone who has material of this kind to see it is returned.
If anyone knows of the whereabouts of such material or would like to discuss
this please contact kenneth.williams@vedicmaths.org.
RESEARCH IN THE FOUNDATIONS OF GEOMETRY
Dr. Brian Mc Enery lead researcher in The Centre for Natural Computation in Cork, Ireland, announces that he has launched a program to advance research on the foundation of Geometry based on the perspectives of Vedic Geometry, Tensor Calculus, and Gaelic Computation. Anyone wishing to participate in the program should send an e-mail to brian.geometry@gmail.com. Put as the subject line 'Advance Research on Geometry'. A first draft of the initial research paper 'The Axiom of Dimensionality', should be available in 7 days. The primary topic from Vedic Geometry is the construction of a hyper-circle in Real-4 space. The primary area from Tensor Calculus is the construction of a rotation of a di-monad for ascending to, and descending from Real-4 space. The primary principle from Gaelic Computation is Roth Lugh.
FROM SUJARITHA RAGHAVAN
I gave a introduction talk in Indian School Muscat for the Senior teachers,
where my daughter Amirthaa is studying. They are very much interested in that
and told Amirthaa to give a demo in the School Assembly so that it'll reach
other students also. And after that if any enquiries come I can put them on
the classes.
The principal, Achuthan Madhav of Indian School Muscat organised the workshop
and he encouraged so much. If the principal of all the Schools encouraged
like him, Vedic Maths will reach all the Schools. Let us hope for the best.
TUTOR IN NAGPUR
Mr. K.S. Raman IS AVAILABLE FOR TUTORING Vedic Mathematics in Nagpur, India.
Contact Mobile No: 09325339383.
SQUARING NUMBERS
Sumit Sharma, B.E.IV yr student, sends an interesting method of squaring any number.
Exp.:-
2152 = 22, 2*3, 152
8152 = 82, 8*3, 152
2252 = 22, 2*5, 252
19252 = 192, 19*5, 252
25152=252,25*5,152
SO we can say that {X(YZ)}2 = X2, 2XYZ/10, (YZ)2
(Note:- Only where last digit is 5 or 0, middle term is divided by 10, otherwise
there is no need to divide by 10 in formula in red color.
1122 = 12, 2*1*12, 122
CHANGE OF PUBLISHER
Motilal Banarsidass are no longer the publishers of books on Vedic Mathematics written by Kenneth Williams, Mark Gaskell and Andrew Nicholas. These will be printed and published elsewhere in the future.
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CORRESPONDENCE
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# Next semester I will be teaching our senior Math Seminar, of which I
intend to make Vedic Mathematics the focus. The summer course I had
with you should help a great deal. [In fact, this past semester I used
Vedic techniques for polynomial multiplication (vertically and
crosswise) and finding obvious solutions in my Differential Equations
class.]
Frank Marzano, U.S.A.
# If only I had known about them [triples] while I was doing my PhD, it would have made my work so much easier.
Brian McEnery
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Your comments about this Newsletter are invited.
If you would like to send us details about your work or submit an article
or details about a course/talk etc. for inclusion, please let us know on news@vedicmaths.org
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Please pass a copy of this Newsletter on (unedited) to anyone you think may
be interested.
Editor: Kenneth Williams
Visit the Vedic Mathematics web site at: http://www.vedicmaths.org
mailto:news@vedicmaths.org
12th January 2009