| How many times have we come across a situation in | | | | 75 2 (Seventy five Square)= 75 * 75 |
| our daily lives where we are not able to make a | | | | 75 2 (Seventy five Square) = 56 25 |
| calculation quickly, on our own? A lot of times, I | | | | The answer is in two parts 56 and 25. |
| guess. What we do require in these situations is the | | | | The last part is got by 52 = 5 * 5 = 25. |
| ability to calculate in our heads, with the help of | | | | The first part is got by the first number, multiplied by |
| shortcuts! | | | | the “one more” than the first number, i.e. in |
| In fact, we don’t have to rack our brains and | | | | this case 7 * (7+1) = 7 * 8 = 56. |
| invent them. These methods are already available in | | | | So combining both the parts we get, |
| Ancient Hindu Texts called The Vedas. Vedic | | | | 75 2(Seventy five Square ) = 5625. Isn’t it |
| Mathematics is the name given to the ancient | | | | SIMPLE!!!! |
| system of Mathematics which was rediscovered | | | | Similarly, 45 2 ( forty five Square) = 2025, 35 2 |
| from the Vedas between 1911 and 1918 by Sri | | | | (Thirty five Square) = 1225 etc |
| Bharati Krishna Tirthaji (1884-1960). According to his | | | | As shown above, there are many such methods that |
| research all of mathematics is based on sixteen | | | | we can use to solve problems in addition, subtraction, |
| Sutras or word-formulae. | | | | multiplication and division of small as well as large |
| The calculation strategies provided by Vedic | | | | numbers. When you start using them, you will enjoy |
| mathematics are creative and useful, and can be | | | | the beauty of Vedic Mathematics. |
| applied in a number of ways to calculation methods in | | | | The most notable application of Vedic mathematics is |
| arithmetic and algebra, most notably within the | | | | in education. Vedic mathematical strategies may |
| education system. Vedic math has some similarities to | | | | prove to be a useful resource for teachers and |
| the Trachtenberg system and many of the arithmetic | | | | students, who may find elements of it easier and |
| computational strategies are based on the same | | | | more accessible to teach and learn than conventional |
| concepts. | | | | mathematics. In particular, these strategies may be |
| It is not difficult to understand and apply the Vedic | | | | an invaluable resource to students that already |
| mathematical strategies, as long as one does not rely | | | | struggle with mathematics, and could benefit from |
| on the sutras alone for mathematical insight. Those | | | | alternative approaches. |
| studying Vedic mathematics tend to strongly rely on | | | | If harnessed appropriately, there seems to be great |
| the examples and explanations Tirthaji provides in his | | | | potential for how Vedic mathematics can be used to |
| book. | | | | teach, learn and understand mathematics. Perhaps |
| The first sutra given is “Ekadhikena Purvena” | | | | the most important aspect of including Vedic |
| translated as “By one more than the previous | | | | mathematics in an education system will be taking |
| one”. The sutra can be used for multiplying as | | | | the step towards becoming open to conceptually |
| well as dividing algorithms. An interesting | | | | different mathematical approaches — approaches |
| sub-application of this formula is in computing squares | | | | that could one day free and transform mathematics |
| of numbers ending in five. Lets us see how we | | | | education. |
| square 75, quickly. | | | | |