An Empirical Study on Role of Vedic Mathematics in Improving the Speed of Basic Mathematical Operations (original) (raw)
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Psychology and Education: A Multidisciplinary Journal , 2023
This action research aimed to improve the proficiency in the four fundamental operations in mathematics of Grade Two SPED FL/GT pupils of Don Emilio Salumbides Elementary School through the implementation of Vedic Math techniques. The study utilized a quasi-experimental design with pre-test and post-test to measure the effectiveness of the intervention. The results showed a significant improvement in the student's performance in addition, subtraction, multiplication, and division.The undertaking utilized a pre-test and post-test design. The pre-test and post-test scores were measured through a t-test. This study utilized an experimental method in order to obtain the effect of the intervention. According to Salkind (2010), pre-test and post-test designs are employed in both experimental and quasi-experimental research and can be used with or without control groups. Furthermore, Biomquist (2003) states that in the case of reflexive comparison participants are reflexively compared to themselves before exposure to the program. Based on the result of the pretest the pupils gathered 70.00 as MPS. While the post-test results showed that the pupils got the MPS of 80.19. Solving word problems help learners to develop the skill of knowing when and how to apply classroom mathematical knowledge as well as everyday life when solving problems. This study had proven the effectiveness of the Implementation of Vedic Math Techniques in enhancing the skills of the pupils in solving mathematical problems in Grade Two SPED FL/GT pupils.
A STUDY OF MATHEMATICAL ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS
Mathematical Achievement is the competency shown by the student in the subject mathematics. Its measure is the score on an achievement test in mathematics. The present study is based on the mathematical achievement of X class students of Secondary School in Bageshwar District. A sample comprised of 200 students studying in class X was selected randomly from Secondary schools of Bageshwar district. The research tool developed and standardized by Dr. Ali Imam and Dr, Tahira Khatoon was administered to the students. A descriptive research method was used in the present research. Statistical techniques Mean, S.D., and t-test were used to analyze the data. The result of the study shows that there is a significant difference between the mathematical achievements of class X students of secondary schools on the basis of their sex and social belongingness, however, it is interesting to know that rural male and urban male students are almost similar in their mathematical achievement scores.
IJERT-LabVIEW: An Interactive Teaching Tool for Few Concepts of Vedic Mathematics
International Journal of Engineering Research and Technology (IJERT), 2014
https://www.ijert.org/labview-an-interactive-teaching-tool-for-few-concepts-of-vedic-mathematics https://www.ijert.org/research/labview-an-interactive-teaching-tool-for-few-concepts-of-vedic-mathematics-IJERTV3IS090801.pdf The computer technology and internet are the powerful tools and provides effective way of learning atmosphere for engineering disciplines. Virtual instruments is one of the efficient teaching tools for students which have been incorporated by many academic institutes. LabVIEW software's application can be used to teach the concepts of Vedic Mathematics. For fast and effective learning an interactive Graphical User Interface (GUI) has been developed to demonstrate the stepwise procedure of Vedic Multiplication Concepts like Ekadhikena Purvena and Urdhva Tiryagbhyam. The paper aims to provide some background knowledge about the designed tool and to show alternative delivery methods, which may change the traditional practices. This tool is user friendly, cost effective and compatible in all working environments. The main focus of the paper is to deal with common problems faced by the institutions and the educators and also provides some guidance for choosing the most appropriate tool required. Finally, the paper contemplates the future trends and provides some discussion.
International Journal of Scientific Research and Management (IJSRM), 2017
A person who does not possess the skills and competencies required for the tasks expected of the teacher cannot be called a teacher. What matters most is what teachers learn. Professional development should improve teachers‟ knowledge of the subject matter that they are teaching, and it should enhance their understanding of student thinking in that subject matter.Thus the professional preparation of teachers by ultimately ensuring quality and accountability is the need of the hour. Vedic Mathematics offers an approach to resolving the current crisis in education (Puri & Weinless, 1988; Puri, 1988). This spark tempted the investigator to apply Vedic computational strategies in improving computational speed and critical thinking ability of prospective teachers and thereby empower them to be skillful enough in order to meet the situational challenges of their career and life.Findings of the study clearly state that Vedic Mathematics applications are very much effective in strengthening Computational Speed and Critical Thinking Ability of prospective teachers. Also, acquisition of the skills of Vedic Mathematics applications is a true solution in equipping prospective teachers with adequate skills.
Indian Vedic Science and Mathematics Education
International Journal of Creative Research Thoughts (IJCRT), 2022
The present study focused on the Indian Vedic Science and Mathematics Based on Education. Veda is a Sanskrit word that means 'Knowledge'. Vedic Mathematics is the name given to the ancient system of Indian Mathematics. In the Vedic System, difficult problems or huge sums can often be solved immediately by the Vedic method. According to Krishna Tirtha, the sutras and other accessory content were found after years of solitary study of the Vedas a set of sacred ancient Hindu scriptures in a forest. Vedic Mathematics' General Techniques and Specific Techniques, numerical calculations can be done very fast. Vedic science unravels all the mysteries of the world and Vedic science does not believe in any mythology it is great science. Consciousness-Based Education is a theory and practice based on a systematic science and technology of consciousness that provides full experience, systematic development, and comprehensive understanding of the full range of human consciousness. Consciousness is traditionally understood as the continuous flow of thoughts and perceptions that engages the mind. The methodology of the study is qualitative and interview methods are applied. The study is a mixed type involving interpretative, analytical study of documents, interview and study both primary & secondary sources, like books, university news, expert opinion, articles, journals, thesis and websites, etc.
Basic Operations on Vedic Mathematics: A Study on Special Parts
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Vedic Mathematics was rediscovered and reconstructed by Sri Bharati Krishna Tirthaji from ancient Sanskrit texts Veda early last century between 1911 – 1918 is popularly known today is Vedic Mathematics. It is an extremely refined, independent and efficient mathematical system based on his 16 formulae and some sub-formulae with simple rules and principles. The main purpose of this paper is to communicate a new approach to Mathematics, offering simple, direct, one-line, mental solutions to mathematical problems. In the way of basic mathematical operations like addition, subtraction, multiplication and division can be done in simple ways, and results are obtained quickly and can be checked in a minute by using the Vedic techniques. In this system, for any problem, there is always one general technique and also some special pattern problems. This paper especially concentrates only on the specific pattern of elementary operation of Vedic Mathematics.
2011
Historical development of algebra occurred in three stages; rhetorical or prose algebra, syncopated or abbreviated algebra and symbolic algebra-known as "school algebra". The analysis of this paper suggests that the first civilization to develop symbolic algebra was the Vedic Indians. The philosophical and religious ideas influenced the development of the decimal system and arithmetic and that led to algebra. Symbolic algebra appears to be deep rooted in Vedic philosophy. The Vedic mathematic were of a high level at an early period. The Hindus applied algebra freely creating formulas that simplified calculations. In geometry and trigonometry they developed formulas useful to understand the physical world satisfying the needs of religion (apara and para vidya). Geometrical focus, logic and proof type are features of Greek mathematics "boldness of conception, abstraction, symbolism" are evident in Indian mathematics. From history, a number of implications can be drawn. Real life, imaginative and creative problems that encourage risk should be the focus in student learning; allowing students freely move between symbols, numbers and magnitudes rather than taking a static unchanging view. Concrete, pictorial and symbolic modes are present in ancient learning. Real life practical, philosophical and religious needs in concert motivated progress to symbolic algebra. The historical analysis supports the use of rich context based problems that stimulate and motivate students to raise levels higher to transfer knowledge. The road from arithmetic to algebra was clearly in line with current emphasis in mathematics education but at an early stage in human history..
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