49 - Ten Questions Answered


ISSUE No. 49

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 written by Prof. Dr. P. K. SRIVATHSA, Management, Software Consultant & Trainer, Bangalore, India.



It is a well known fact that our country (Bharath) stands aloft with its rich cultural heritage since thousands of years. Our Ancient Seers & Scientists have made wonderful contributions in the field of Science & Technology also. In spite of these glorious achievements, our people including the so-called educated have a dismal knowledge about the Scientific & Technological achievements and do everything to curb the professional growth of these.
After nearly one and a half decades of dedicated research, I found that the following facts and truths about the Vedic / Ancient Indian Mathematics have to be brought to light for a proper understanding and appreciation of the same in a proper perspective.
The facts are given in a nutshell as under.

Q1. What is 'Vedic' or 'Ancient Indian Mathematics'?
Ans: 'Vedic Mathematics' basically consists of Mathematical concepts, methods and techniques embodied in the Vedic & Upanishadic literature. These are expressed in terms of Mantras and Sutras (Aphorisms), in subtle forms.
Ancient Indian Mathematics refers to post Vedic & medieval times up to the 19th century. Some of the greatest names are Aryabhata, Brahmagupta, Bhaskaracharya (I & II), Sridharacharya, Madhavacharya, Mahaveeracharya, Narayana Pandita etc., The mathematical concepts, methods, postulates, theorems and techniques are expressed in terms of Slokas; which are Lyrically beautiful, but mathematically precise! And also in terms of Sutras & coded literature.

Q2 What is the scope of VM/AIM?
Ans: The scope extends right from the fundamental Arithmetic to Algebra, Geometry Trigonometry, Calculus (Integral and Differential), Biquadratics, solution of Polynomials, Astronomy, Graph theory to some computer based numerical methods. The Nyaya Sastras & MIMAMSA are the veritable source of knowledge in the fields of NLP & NLU and Artificial Intelligence.

03. What is the relevance of VM / AIM in the present world of advanced mathematics and computer science and technology? Is it just historical?
Ans: VM / AIM present a novel, creative approach to understanding and solving the problems; right from the basic to the advanced level and open up new Vistas of knowledge.
a) They are chosen based on their superiority over the conventional methods on the following criteria.
i) Step size ii) Step length iii) Computational time
iv) Elegance and v) Novelty.
b) Incidentally, the Ancient Indian Scientists have discovered many mathematical concepts and techniques, centuries before their modern counter parts!

0 4. What is the methodology of presentation?
Ans: VM / AIM are expressed in terms of modern mathematical notations to make them user friendly and original references are provided to make them authentic.

Q 5. How stable are the methods and techniques?
Ans: They have stood the test of time for centuries and continue to inspire and challenge even now.

Q 6. Does one need to be very good in maths to learn this?
Ans: Not necessary. Students, with lesser aptitude, who used to score low marks, have found it very interesting and user friendly. The scores have improved very much even with little training.

Q 7. What is the feed back from the teachers?
Ans: In fact, they have wholeheartedly welcomed VM / AIM, since they are highly creative, ultra fast, give different dimension to teaching of maths. Reports confirm that, in about 50-60% of the time, the present syllabi can be effectively & efficiently covered! They strongly recommend the introduction of VM/AIM in the school curriculum.

Q 8. What about college students?
Ans: It is a boon to all the candidates of competitive exams. They can clear the paper in about 60-70% of the time, with 100% accuracy.
They can adopt many of these methods in their curriculum like calculus, computer based numerical methods etc. They can also work on the projects based on the application of VM/AIM.

Q 9. In spite of all these benefits, why is it not finding its place in the curriculum?
Ans: i) Apathy towards our own heritage.
ii) People at the helm of affairs have cynical and passive attitude towards VM/AIM; resulting in curbing of genuine researchers.
iii) Lack of organizational support.
iv) Authentic course material and syllabi have to be professionally designed.

Q 10. What is the future of VM/AIM?
Ans: a) The future is very bright. Already about 20 Universities like Birmingham, Philadelphia, Oslo, Zurich, Munchen, Sydney, Heidelberg, London School of Economics etc., have introduced VM/AIM in their curriculum.
b) Serious R & D works are going on.
c) The number of International Conferences on Ancient Indian Science and Mathematics are on steady increase.
d) In India also, barring, a very few organizations supporting R & D works, lot of individuals are doing R & D works on these.
e) There is a tremendous scope for India to lead the world in education to bring the best results.
Incidentally learning of VM/AIM removes the fear psychosis in maths and the whole world is looking towards India for its valuable contribution.
Incidentally, the Scientists have reported that, learning of VM/AIM enhances the right brain activities and makes children more creative.

Come! Let us collectively spread this wonderful Ancient Indian Mathematics through out the world….

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Is there anyone in California, USA, experienced in Vedic Math who would be willing to help with advising and/or helping with the setting up of Vedic Math classes in a school there? There are many Indians in this area and the school is affiliated with a yoga, spiritual retreat center. There is much interest in Vedic Studies at this school and center. Please send an email to us at mailto: if you would like to know more.


The following has been sent from Gyanpuri in Prague (email: ). Can you help?

I would like to kindly ask, if Chaturanga & Ashtapada games are somehow connected with Vedic Mathematics. I found that it has something to do with magic squares (see http://www.goddesschess.com/chessays/bidev1.html).

I have feeling, that Chaturanga (the oldest, original chess game) has such different rules (comparing to modern variant of chess), that this rules are probably simulating something from Vedic mathematics.

For example the elephant can only jump two squares diagonally so it can occupy only 8 squares on the board during the game! So on the first look of modern chess player it looks as very weak figure. All 4 elephants can occupy 32 squares, but for example cannot move to 4 central squares of the board:

x 1 2 x x 1 2 x
4 x x 3 4 x x 3
2 x x 1 2 x x 1
x 3 4 x x 3 4 x
x 1 2 x x 1 2 x
4 x x 3 4 x x x
2 x x 1 2 x x 1
x 3 4 x x 3 4 x

Legend: 1,2,3,4 - elephants, x - squares where they cannot get in.

I am looking for some game, which has been played during Vedic times. And Chaturanga maybe was such game. If you know about any other game in which rules from Vedic mathematics are included, please let me know.


This book, which is an excellent introduction to Vedic Mathematics, has been reduced in price to 10 pounds (recommended retail price is 20 pounds). This offer lasts until the end of January 2006. You can purchase it at http://www.vedicmaths.org/Bookstore/Bookstore-Ordering.asp


On December 5th an introductory session on VM took place at India Habitat Centre, New Delhi in collaboration with Life Positive during their Life Positive Expo 2005; the workshop was conducted by Mr O P Sawhney. The response & feedback from the participants was excellent, but the time was too short as they gave us only one hour. I was (myself) answering the queries/enquiries from the public who were very keen on extending the time as well as further workshops; some teachers & parents who participated wanted to organise such events in schools & I responded positively to each one of them.


Please let us know about events, discoveries, enquiries etc. so that we can let others know about them: courses/talks to come or past, books/articles published, your questions, neat Vedic Maths methods that you would like to share, etc. etc.

In 2006 Vedic Mathematics is sure to continue to grow in its appeal and status, and through this Newsletter you can keep up to date with events and inform others about them.


I am a middle school math teacher in an urban school in the San Francisco Bay Area, California, USA. I have been starting to integrate some of the Vedic mathematical principles. My kids love it!
I'm interested in learning and incorporating more.



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Editor: Kenneth Williams

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8th January 2006


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