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This book is available free here. For teachers or parents of children in grades 3 to 7 who wish to learn the Vedic system and teach it. Revised edition I have great pleasure in associating myself with the publi- cation of the book Vedic Mathematics or 'Sixteen Simple Mathe- matical Formulae,' by Jagadguru. Vedic Mathematics is a book written by the Indian monk Swami Bharati Krishna Tirtha and first published in It contains a list of mental calculation.

Criticism[ edit ] Tirthaji claimed that he found the sutras after years of studying the Vedas , a set of sacred ancient Hindu scriptures. However, the Vedas do not contain any of the "Vedic mathematics" sutras. When challenged by Professor K. Shukla to point out the sutras in question in the Parishishta of the Atharvaveda , Shukla reported that the Tirthaji said the sixteen sutras were not included in standard editions of the Parishishta and that they occurred in his own Parishishta and not any other. Dani of IIT Bombay points out that the contents of the book have "practically nothing in common" with the mathematics of the Vedic period or even with subsequent developments in Indian mathematics. For example, multiple techniques in the book involve the use of decimal fractions, which were not known during the Vedic times: even the works of later mathematicians such as Aryabhata , Brahmagupta and Bhaskara do not contain any decimal fractions. He contends that Tirthaji liberally interpreted three-word Sanskrit phrases to associate them with arithmetic. He terms "ludicrous" Tirthaji's claim that "there is no part of mathematics, pure or applied , which is beyond their jurisdiction". He also points out that while Tirthaji's methods were not unique, they may have been invented by him independently, as Tirthaji held an MA in mathematics. Similar systems include the Trachtenberg system or the techniques mentioned in Lester Meyers's book High-speed Mathematics. A number of academics and mathematicians have opposed these attempts on the basis that the techniques mentioned in the book are simply arithmetic tricks, and not mathematics. They also pointed out that the term "Vedic" mathematics is incorrect, and there are other texts that can be used to teach a correct account of the Indian mathematics during the Vedic period. They also criticized the move as a saffronization attempt to promote religious majoritarianism. He pointed out that the authentic Vedic studies had been neglected in India even as Tirthaji's system received support from several Government and private agencies. As pedagogic tools, the methods are useful because they invite students to deal with strategies.

Perhaps the most striking feature of the Tirthaji system is its coherence. The whole system is interrelated and unified: the general multiplication method, for example, is easily reversed to allow one-line divisions, and the simple squaring method can be reversed to give one-line square roots. And, these are all easily understood. This unifying quality is very satisfying, it makes arithmetic easy and enjoyable, and it encourages innovation.

Difficult arithmetic problems and huge sums can often be solved immediately by Tirthaji's methods. These striking and beautiful methods are a part of a system of arithmetic which Tirthaji claims to be far more methodical than the modern system.

The simplicity of the Tirthaji system means that calculations can be carried out mentally, though the methods can also be written down. There are many advantages in using a flexible, mental system. Pupils can invent their own methods; they are not limited to one method. This leads to more creative, interested and intelligent pupils.

Interest in the Tirthaji's system is growing in education, where mathematics teachers are looking for something better and finding the Vedic system is the answer. Professor Vasudeva Saran Agrawala, the editor of the first edition of Tirthaji's book, notes that there is no evidence that the sutras are "Vedic", as such, in their origin.

Dani of IIT Bombay points out that the contents of the book have "practically nothing in common" with the mathematics of the Vedic period or even with subsequent developments in Indian mathematics.

For example, multiple techniques in the book involve the use of decimal fractions, which were not known during the Vedic times: He contends that Tirthaji liberally interpreted three-word Sanskrit phrases to associate them with arithmetic. Tirthaji's claim that the sutras are relevant to advanced mathematical techniques such as successive differentiation or analytical conics have also been dismissed by Dani. He terms "ludicrous" Tirthaji's claim that "there is no part of mathematics, pure or applied , which is beyond their jurisdiction".

He also points out that while Tirthaji's methods were not unique, they may have been invented by him independently, as Tirthaji held an MA in mathematics.

Similar systems include the Trachtenberg system or the techniques mentioned in Lester Meyers's book High-speed Mathematics. The book was previously included in the school syllabus of Madhya Pradesh and Uttar Pradesh.

A number of academics and mathematicians have opposed these attempts on the basis that the techniques mentioned in the book are simply arithmetic tricks, and not mathematics. They also pointed out that the term "Vedic" mathematics is incorrect, and there are other texts that can be used to teach a correct account of the Indian mathematics during the Vedic period.

They also criticized the move as a saffronization attempt to promote religious majoritarianism.

Dani points out that while Tirthaji's system could be used as a teaching aid, there was a need to prevent the use of "public money and energy on its propagation, beyond the limited extent". He pointed out that the authentic Vedic studies had been neglected in India even as Tirthaji's system received support from several Government and private agencies.

Proponents of Vedic Mathematics however argue that the methods are not merely mathematical tricks and that there is an underlying psychology because the aphorisms describe personal approaches to problem-solving. As pedagogic tools, the methods are useful because they invite students to deal with strategies. From Wikipedia, the free encyclopedia. Dani December Originally published as a 2-part article in Frontline, 22 October and 5 November The updated version appears in Kandasamy and Smarandache Vasantha Kandasamy; Florentin Smarandache December Vedic Mathematics: Vedic Or Mathematics: American Research Press.

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