The Vedic Maths Forum India Blog

998001 Redux

2012-02-01T01:39:00.002+05:30

I posted in an earlier article about how 1 / 998001 yields the decimal:-

0.000001002003004005006007008009 ... 995996997998999 ...

where the recurring element shows all of the three digit numbers, in sequence, from 000 to 999.

I commented on how 1 / 99980001 similarly yields:-

0.00000001000200030004000500060007 ... 999499959996999799989999

and 1 / 9801 yields:-

0.000102030405060708091011121314 ... 919293949596979899

I commented, further, how

9999 x 9999 = 99980001
999 x 999 = 998001
99 x 99 = 9801

What about the most trivial case, 9 x 9?

9 x 9 = 81

By this right, 1 / 81 should have a very specific pattern: the recurring portion has to be 0123456789 ...

A quick check confirms -

1 / 81 = 0.012345678901234567890123456789 ...

That would make 80 / 81

80 / 81 = 0.98765432109876543210 ...

Things get interesting when you look at 10/81:-

10/81 = 0.1234567890 ...

Just to confirm ...

(10 / 81) - (1 / 81) = 9 / 81 = 1 / 9

0.12345678901234567890 ...
0.01234567890123456789 ...
0.11111111111111111111 ...

which is, of course, the decimal expression of 1 / 9.

Wikipedia Article on Vedic Mathematics - FYI

2012-01-27T15:16:00.003+05:30

In doing my research, I noticed that Vedic Mathematics now has a Wikipedia article.

Bharati Krishna Tirtha's Vedic Mathematics on Wikipedia

Presented for your reference.

The Number 998001

2012-01-27T14:38:00.002+05:30

Recently, I showed some children in the library how to quickly multiply any three digit number by 999 using a very simple trick.

- First, subtract one from the number you wish to multiply by 999. Write down this number; it is the first half of the product.

So, for instance, if you were multiplying 568 by 999, the first thing you do is write down 567.

- Second, perform "All from 9 and the last from 10" on the number being multiplied by 999, and write this down next to the first three digits. That's your number.

So, again if you were multiplying 568 by 999, performing Nikhilam on 568 yields 432. Putting that next to 567 yields 567432 - which is 568 x 999.

The number 998001 is actually 999² = 999 x 999. (998001 is also the last square number before 1,000,000)

Again, working it out is easy once you know how to multiply three digit numbers by 999: subtract 1 from 999 to yield 998, and perform Nikhilam on 999 to yield 001.

998,001.

And now I can report on a delightful piece of information that I read about here:- namely, that the decimal fraction 1 / 998001 yields what the author calls "a surprising result" -

According to the author, 1 / 998001 yields every 3 digit number from 000 through to 999, in order. Similarly, 1 / 9801 yields a decimal comprising every 2 digit number from 00 through 99 in order.

Incidentally, you can also any two digit figure by 99 using the exact same method as outlined above for multiplication by 999, only it yields a four digit number.

So, for instance, if you multiply 56 x 99, subtract 1 from 56 to yield 55, and perform Nikhilam on 56 to yield 44, which in turn yields the result 5544 for 56 x 99.

And what is 9801, but 99 x 99.

Two questions arise as a result of these revelations.

1. Does the number recur after 999 in the fraction 1 / 998001 (i.e. the fraction eventually reaches the sequence "... 990991992993994995996997998999" and repeats from "000")? (The second half of the recurring portion would thus be a compliment of the first half, meaning that anyone computing 1 / 998001 would only need to calculate the first 1500 places after the decimal point) - and would the same result be true for 1 / 9081?

2. Is there a pattern here, which would hold true for 1 / 99980001 (9999 x 9999), 1 / 9999800001 (99999 x 99999), and so on? In other words, would we expect a recurring decimal part of 1 / 99980001 to begin "0.0000000100020003000400050006000700080009001000110012001300140015 ..." and end with "... 9990999199929993999499959996999799989999" before repeating? How about "0.00000000010000200003000040000500006000070000800009 ... 9999599996999979999899999" for the recurring part of the fraction 1 / 9999800001?

Happy New Year 2012

2012-01-01T00:00:00.000+05:30

New Year is the time to
unfold new horizons & realize new dreams,
to rediscover the strength & faith within u,
to rejoice in simple pleasures &
gear up 4 a new challenges.
Wishing u a truly fulfilling 2012

PM declares 2012 as 'National Mathematical Year'

2011-12-27T00:44:00.000+05:30

Chennai: Declaring 2012 as the 'National Mathematical year' as a tribute to maths wizard Srinivasa Ramanujan, Prime Minister Manmohan Singh on Monday voiced concern over the "badly inadequate" number of competent mathematicians in the country.

He also said that the perception that pursuit of mathematics does not lead to attractive career possibilities "must change."

"It is a matter of concern that for a country of our size, the number of competent mathematicians that we have is badly inadequate", he said at a function to here mark the 125th birth anniversary of Ramanujan.

Singh also declared December 22, the birthday of Ramanujan, as 'National Mathematics Day.'
Students have not pursued mathematics at advanced levels over more than three decades, which has resulted in a decline in quality of mathematics teachers at schools and colleges, Singh who is on a two-day visit to the state, told a galaxy of academics at Madras University.
"There is a general perception in our society that the pursuit of mathematics does not lead to attractive career possibilities. This perception must change. This perception may have been valid some years ago, but today there are many new career opportunities available to mathematics and the teaching perception itself has become much more attractive in recent years", Singh said.
The Prime Minister said the mathematical community has a duty to find out "ways and means" to address the shortage of top quality mathematicians and reach out to the public, especially in the modern context, where mathematics has tremendous influence on every kind of human endeavour.
Noting that the Central government has pursued a policy of encouraging scientific activities of diverse kinds, the Prime Minister said, "Given our traditions, we naturally attach special importance to mathematics...in many ways, mathematics can be regarded as the mother science".
He said Ramanujan overcame formidable difficulties to reach the pinnacle of greatness, illustrating the inadequacy of University evaluation system in the early decades of the last century, while at the same time showing the system displayed enough flexibility to take care of mavericks like him.
"There have been many reforms since those days but there would still be talent which would elude proper evaluation. Our institutions of higher learning must be sensitive to this problem."
"A genius like Ramanujan would shine bright even in the most adverse of circumstances, but we should be geared to encourage and nurture good talent which may not be of the same calibre as that of Ramanujan", Singh said.
Honouring Professor Robert Kanigel, who has written a biography of Ramanujan, Singh said this book has made Ramanujan well known to the public at large all over the world.
He said the country was proud of Ramanujan and Tamil Nadu has a special claim on him for he was a Tamilian.
"Along with CV Raman and Subramanyam Chandrashekhar (both Nobel laureates), he is among the three great men of science and mathematics that Tamil Nadu and India have given to the world of modern times", he said.

Special Xmas Offer on 8 DVD Set on Vedic Maths

2011-12-14T02:26:00.000+05:30

Greetings for the Festive Season!

Its that time of the year again when we all want to Gift
our near and dear ones and make them feel special.

What better way to do this than by the 8 DVD Set on High
Speed Vedic Mathematics which offers a revolutionary way to
speed up Math Calculations from Ancient India.

This 8 DVD set which has content of over 18 hours is
available to you now only for limited time at a Special Saving
of US $115. Which means this costs you now only US $ 75
instead of our earlier price of US $ 190.Plus you also get a Free
300 Page Book authored by renowned expert in India.

You can avail of this Special Offer by going to this link
and paying by your Credit Card.

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All orders are shipped in 1 day's time and would reach you
by International Courier UBX, UPS,FEDEX or DHL In 3-5 days
time.

We hope that we are able to add to your Christmas Cheer by
this offer.

Wishing you loads of prosperity, abundance, success and a
radiant health.

Merry Christmas.

Thanking you
Gaurav Tekriwal
President
The Vedic Maths Forum India
www.vedicmathsindia.org

Global Mental Maths Methods

2011-12-10T03:15:00.001+05:30

Sharing a Presentation which I made on Global Mental Maths Methods. Let us know if you find this useful.

Ban on calculators to boost kids’ maths

2011-12-07T23:05:00.001+05:30

PUPILS are to be banned from using calculators in primary schools — in a bid to better their maths skills.

Schools minister Nick Gibb yesterday insisted the crackdown was vital to stop kids being maths dunces.

He said: "They shouldn't be reaching for a gadget every time they need to do a simple sum. Children can become too dependent on calculators."

The move will see a shake-up of the maths exam sat by all 11-year-olds. A section testing them on the use of calculators will be axed.

Mr Gibb said calculators were partly to blame for one in five primary kids failing to reach the expected level in maths this year.

He warned: "Without a solid grounding in arithmetic and early maths in primary school, children go on to struggle with basic maths skills throughout their school careers.

"It also means they leave school without the knowledge to complete everyday tasks in their adult lives."

Figures yesterday showed 17 million adults have maths skills no better than children as young as nine — up two million on a similar survey eight years ago.

Source: The Sun

BBC News

Divisibility Rules For Powers Of 2 Redux

2011-11-13T22:15:00.002+05:30

So, last week, I thought I had come up with general rules for checking divisibility by powers of 2 that involved splitting the last few digits of the number into chunks of various lengths, multiplying them by various coefficients, adding them up and seeing if the sum is divisible by the power of 2. I also mentioned that I could not verify whether those rules were correct because I was not a theoretical mathematician or number theorist.

Actually, you don't need to be either of those to verify divisibility rules or derive new ones. All you need is to know the basics of modulo arithmetic. In fact, I had already used modulo arithmetic once before to explain why divisibility rules derived using osculation work. I had forgotten about that when I did my latest work on divisibility rules for powers of 2.

Fortunately, I remembered that work right after publishing my previous post. It was quite an eureka moment when that happened! I spent some time using modulo arithmetic to verify whether the rules I postulated actually work. Some of them do, some of them don't. And I also used modulo arithmetic to derive rules for divisibility by powers of 2. There are a large number of such rules, and I have now put together tables of such divisibility rules in the latest post on my blog.

The exercise has been a lot of fun for me. The sense of discovery you get when you figure out that you can build on something simple and basic, to explore something seemingly unconnected and much more complex, is priceless. If you have been intrigued by my forays into divisibility rules, I encourage you to visit my blog, and read my latest post. This time, you just have to take them and apply them. You don't have to try to verify them, find counterexamples or anything like that. Thank you, and good luck!

Multiplication using the Nikhilam Sutra -Vedic Maths

2011-11-13T07:00:00.001+05:30

Vedic Maths ,as I have said in my last post is a boon for Math Lovers.Multiplication plays an important role from the elementary class to college to our day to day life.We know that without the 14 sutras ,Vedic Math wont exists.In fact,the fourteen sutras are the life line of Vedic system of Mathematics.Now,I am going to explain a simple process of Multiplication using one of the sutra named " The Nikhilam Sutra - All from 9 and last from 10".

Example 1:

605 x 504 = ?

The nearest base for the above two numbers are 500.So we fix this 500 as our base.Now,see that the above both numbers are greater than the base

How much deficient are are the above numbers are from base ?

605 -500 = +105
504 -500 = +004

Next,align as follows,

605 + 105
504 + 004
----------------
L.H.S 609 | ( + 420) R.H.S ---> [the RHS is got by adding diagonally on any one side ,the LHS is the result of multiplying the deficiencies .]
(609 /2) | (+420) since we have fixed base 500 and 500 is half of 1000 .i.e;1000/2 = 500.
304.5 + 420
304.5 | 420
Now see that the L.H.S has a decimal point ,so carry out that half to the R.H.S side from L.H.S .Now R..H.S side becomes 420 +500 =920

304 | 920
Therefore ,605 x 504 = 304920

Example 2

485 x 475 = ?

The nearest base for the above two numbers are 500.So we fix this 500 as our base.Now, see that the above both numbers are less than the base.

How much deficient are are the above numbers are from base ?

485 -500 = -015
475 -500 = -025

485 - 015
475- 025
--------------

460 | ( +375) -->the RHS is got by adding diagonally on any one side ,the LHS is the result of multiplying the deficiencies .

230 | 375 ---- (Half of 460 is 230)

230 | 375

Therefore 485 x 475 = 230375

Example 3

614 x 495 =?.

The nearest base for the above two numbers are 500.So we fix this 500 as our base.Now, see that the above numbers .One is greater than the base and one is less than the base.

How much deficient are are the above numbers are from base ?

614 - 500 = +114
495 - 500 = -005

614 + 114
495 - 005
------------

609 | (-570)--->-->the RHS is got by adding diagonally on any one side ,the LHS is the result of multiplying the deficiencies .
(609 /2) | (-570)
304.5 | (-570) ----- > the minus sign is removed by 1000 -570 =430 and remove one from the L.H.S side
303.5 | 430
303| (430+500) ----> the 0.5 when carried to R.H.S, becomes 500 and add it to R.H.S
303| 930

Therefore ,614 x 495= 303930

Note :The above three methods are general rule.When the multipliers are both above or greater we dont have any problems.But when one is greater and one is lesser,we follow the rules in example 3.For all ,the same rules apply.

The (0.5) on L.H.S is carried as 500 and added to the R.H.S every time you fall into a decimal (1/2).
The Minus signs resulting on R.H.S is removed by adding 1000 to it.

The theory behind the above rules is beyond my time here on this post.Kindly refer Bharati Krishna Tirtha Vedic Math

Arithmetic Mutiplications becomes very easy if you understand the sutras and the modus operandi involved in these sutras.Yet another popular method of multiplication is by Urdhva-Tiragbhyaam Sutra which uses 'Vertically and Crosswise' as its modus operandi.

Try these at home and put them in the comments below with the simple steps as above.
1. 510 x 610
2. 390 x 485
3. 460 x 680

About the Author :
Author Umamaheswari Anandane is a freelance writer , a poetess and a blogger at Inside My Poem Book and Perpetual Mind.You can visit her Blog link "Vedic Maths" for more of her writings on the same.

Divisibility Rules For Powers Of 2

2011-11-06T06:16:00.002+05:30

In an earlier post on the topic of divisibility rules, I posted some divisibility rules for 2, 4 and 8. I also posted a divisibility rule for 16 which was patterned after the ones for 2, 4 and 8. It turns out that this rule I had "derived" for 16 is completely wrong. And it is in fact, easy to verify that it is wrong, but for some reason, I neglected to verify it (and so far, nobody has pointed out to me that it is wrong using the comments on that post, so it seems as if nobody has bothered to verify it).

Even worse, I implied in that post that the divisibility rules for 2, 4, and 8 can be extended to any power of 2. Given that the extension does not even work for 16, it is obvious that this implication is not correct either.

In any case, revisiting these divisibility rules, and realizing that the rule I published for 16 was wrong, I started thinking about divisibility rules for powers of 2 once again. The simple rule that a number is divisible by 2^n if the last n digits are divisible by 2^n is easy to apply for 2 and 4, and perhaps even for 8. But for numbers like 16 and 32, application of the divisibility rule is almost as laborious as doing the division itself. As such, the main purpose of a divisibility rule, which is to verify whether division without a remainder is possible without actually performing the division, is compromised when you have to check divisibility of the last 5 digits of a number by 32, for instance. And it only gets worse for higher powers of 2.

Based on a lot of thinking and experimentation, I have now come up with what appear to be simpler divisibility rules for powers of 2 that have stood the test of some verification using real numbers (as opposed to verification using the logic that since they are simply an extension of a rule that works for some other numbers, they must be correct!). The rules are explained in this latest post on my blog, and I also show readers how to derive divisibility rules for any arbitrary powers of 2. These derived divisibility rules have the potential to be much simpler to apply than performing full-scale divisions of multi-digit numbers by powers of 2 to verify divisibility.

If you are interested, please visit my blog to read the entire post. This time, I have verified the newly derived rules with a few examples, but this is by no means exhaustive, and it is certainly no proof of the correctness of these rules. If you think you will find these rules useful (at least to stump colleagues or friends at get-togethers), please apply them to some examples and let me know if they work. If you use my derivation to extend these rules to higher powers of 2, let me know whether they work also.

I am not a theoretical mathematician or number theorist, so I don't know how to mathematically prove that these divisibility rules are correct. If I had been one of them, it probably would not have taken me quite so long to come up with these rules in the first place! But if one of my readers feel like taking on a challenge, please feel free to try to prove the correctness of these divisibility rules. And let me know if you find a proof (of either correctness or incorrectness). Thank you, and good luck!

Media: November 2011

2011-11-04T19:25:00.002+05:30

The Magazine 'One India- One People' November Issue publishes an article on Vedic Maths- Vertically & Crosswise.The series of articles continue to be published. We would like to thank the editorial for the same.

Also a Bengali article got published about a workshop which was conducted in Rural Bengal, Birbhum district. We would like to thank Mr.Sitangshu Ghoshal, for taking great pains to organize the same.

The Geometry of Multiplication of Fractions

2011-11-02T08:45:00.001+05:30

Before algebra was invented, mathematicians in the early times represent mathematical expressions, equations, and proofs geometrically and verbally. In this post, we do the same: we explore a geometric representation of multiplication of fractions. I am not sure though if this strategy was used before.

We have discussed that the area of a rectangle is the product of its base and its height. A rectangle with base 5 units and height 3 units has area 15 square units.

This method can be extended to fractions. For example, how do we represent the multiplication of and ?

First, we represent the rectangle as a whole, then represent the fraction by dividing the rectangle horizontally into equal parts. Then, we shade the fractional part as shown. Two thirds is represented by two shaded rectangles out of three.

We do the same with our second fraction. We represent a whole with a rectangle with the same size and shape as that of the rectangle above. We then divide the rectangle vertically and shade three rectangles out of the five to represent three fifths.

To multiply the two fractions, we overlap the two rectangles. The number of squares formed is 15 and the number of shaded squares that intersect is 6.

Therefore,

Of course, instead of drawing two rectangles and overlapping, we can just draw one rectangle, and divide and shade them vertically and horizontally.

The Author

Guillermo Bautista is a mathematics teacher and a GeoGebra Institute Trainer in the Philippines. He is the writer of Mathematics and Multimedia and GeoGebra Applet Central.

An Ambassador of Vedic Maths

2011-10-30T02:25:00.000+05:30

An Ambassador of Vedic Maths

This story titled 'An Ambassador of Vedic Maths' just got published in the Good News Chronicle.

For full story go here http://thegoodnewschronicle.com/ts201110151.asp

Happy Diwali

2011-10-25T22:25:00.000+05:30

Update TIME 2011 - Math Carnival - Ganit Utsav

2011-10-17T17:51:00.002+05:30

Math Carnival at TIME 2011

View more documents from gtekriwal

82nd Carnival of Mathematics

2011-10-15T01:19:00.000+05:30

Welcome to the 82nd Carnival of Mathematics. As the tradition goes we begin by stating some trivia about the number 82.

82 is a Happy Number .It is also the 23rd biprime and if you consider physics for a while , 82 is the sixth Magic number.

Magic,Maths and Happiness reminds me of the great Martin Gardner and his legacy.This coming October 21, 2011, will see the second annual MartinGardner Worldwide Celebration of Mind. Last year it had over sixty events around the globe to celebrate Martin'sbirthday and his legacy in recreational mathematics. People gathered in informal groups to share puzzles, mathematical games, magic, and manyother topics that Martin loved so much.

We begin by sharing Earl Samuelson's post on The Mathematics of Music on his blog. There is indeed a massive amount of mathematics occurring within music. It is present in the form of ratios,frequency modulations etc.

Guillermo Bautista in his blog Mathematics and Multimedia explains to us what PowerSets are with his post titled Milkshakes and Powersets and NerdMom at Frugal HomeSchooler shares various websites which offer help in Fractions.

The Institute of Mathematics and Computer Science IMACS give us an insight on how to keep talented girls on the STEM track.

Feanor's post titled Divisive Diversions talks about divisibility problems and patterns from computing while John Cook presents Willie Sutton and the multivariate normal distribution — TheEndeavour posted at TheEndeavour.

Ron Doerfler and Miles Forster from the Dead Reckonings Blog in his 2-part essay titled The 13th Root of a 100-Digit Number shows us a historical overview of the extraction of 13th roots, including the methods used by a few mental calculators, methods that largely rely on a mix of intensive mental calculation and large-scale rote memorization. It demonstrates the creativity and drive of these marvelous people.

Gianluigi Filippelli in his blog Doc Madhattan presents to us the story of the E8 group in the post the Universe and the flowers.

João F. Ferreira shares with us An improved proof of the handshaking lemma on his blog João F. Ferreira | Programming, Algorithms, and Calculational Mathematics. Brent Yorgey presents Some words about Post without words #2 posted at The Math Less Traveled.

And lastly Alex Greene at the Vedic Maths Forum India Blog gives in detail, the Progression of Squares and Cube Numbers.

Progressions of Square and Cube Numbers

2011-10-12T00:40:00.024+05:30

Square Numbers

Some of you may have studied the progression of square numbers, and discovered the rather elegant pattern which connects them - namely, that between two adjacent square numbers, the difference is always going to be an odd number; and with each step to the next square number, the difference always increases. This has always been a useful guide in predicting when each next square number should be; but what is the formula by which you can work out what that next square number is?

Well, let's look at the smallest square numbers - the square numbers for 1², 2², 3², 4² and 5².

Here are the first five square numbers, and for completion let's throw in 0² as well:-

Number	Square	Difference
0²	0	N/A
1²	1	1
2²	4	3
3²	9	5
4²	16	7
5²	25	9

As you can see, not only is the difference an odd number each time; it is a unique odd number. Other than 1 and 4, no other pair of square numbers will ever be found that will differ by 3; beside 25 and 36, no other pairing of square numbers will ever have a difference of 11.

The very specific progression between square numbers reveals a pattern, which can be formulated. But what is the formula for this difference between the squares?

Let's look at a pair of square numbers; 1 and 4, 1² and 2². The difference, 3, can be considered (2x1) + 1. Look at the difference between 16 and 25, or 4² and 5² respectively. 9 = (2x4) + 1.

Now let's abstract this to the case of the number n, where

Q_n = n²

and

Q_n+1 = (n + 1)².

The difference between Q_n and Q_n+1 is given as:-

Q_n+1 - Q_n = (n + 1)² - n²

= (n + 1)(n + 1) - n²

= n² + 2n + 1 - n²

Q_n+1 - Q_n = 2n + 1.

Let's take this formula to look at the difference between two adjacent squares for an arbitrary value, say 37². What is the next square number, 38², going to be?

Using the formula 2n + 1, and substituting n = 37, we arrive at:-

(2 x 37) + 1 = 74 + 1 = 75.

A quick calculation, and I work out that 37² = 1369. Adding 75 to that, we get 1444 - and the square root of 1444 is ... 38.

One last test, just in case; two adjacent large numbers, 13365 and 13366.

13365² = 178,623,225

(2 x 13365) + 1 = 26731

178623225 + 26731 = 178649956

sqrt(178649956) = 13366.

So there you have it. If you know one square number n² and its corresponding square root n, you can work out its adjacent neighbour by calculating the difference, 2n + 1.

But there's more. If you know the number n, you can work out the neighbour to n + 1, n + 2, n + 3 ... and also go back, subtracting 2(n-1) + 1, 2(n-2) + 1, 2(n-3) + 1 ..., always using the same formula, each time. Handy to know, say, if you were challenged to calculate not only, say, 999² (998,001 of course), but also the next ten square numbers above and below it ...

Cube Numbers

Does a similar relationship exist between adjacent cube numbers - between, say, 4³ and 5³, or between 1741³ and 1742³, or between n³ and (n + 1)³?

Let's see.

Number	Square	Difference
0³	0	N/A
1³	1	1
2³	8	7
3³	27	19
4³	64	37
5³	125	61

This pattern is not so easy to spot, so let's look at the difference R between R_n and R_n+1 where

R_n = n³

and

R_n+1 = (n + 1)³

R = R_n+1 - R_n

= (n + 1)³ - n³

= (n + 1)(n + 1)(n + 1) - n³

= n³ + 3n² + 3n + 1 - n³

= 3n² + 3n + 1

= 3n(n + 1) + 1.

R = 3n(n + 1) + 1.

Can we confirm that this formula works? Let's try three examples, namely 5³ and 6³, 74³ and 75³, and 1741³ and 1742³.

5³ = 125.

R = 3 x 5 (5 + 1) + 1

R = (15 x 6) + 1

R = 91

125 + R = 216 = 6³.

Next, let's look at 74³ and 75³;

74³ = 405224

R = (3 x 74 x 75) + 1

R = (222 x 75) + 1

R = 16651

125³ + R = 405224 + 16651

= 421875

= 75³.

And now the last one, just to make sure:-

1741³ = 5,277,112,021

R = ((1741 x 3) x 1742) + 1

= (5223 x 1742) + 1

= 9098466 + 1

= 9098467

5277112021 + 9098467 = 5286210488 = 1742³.

Pretty conclusive, then.

Conclusion

So, then, it's pretty clear that to determine the neighbouring number for any given square number N = n², you can use the formula

2n + 1

and to determine the neighbour of any cube number N = n³, you can use the formula

3n(n + 1) +1.

I leave the determination of the formulae to calculate the differences between adjacent integers of higher powers to the reader. One hint I will leave you with: look to Pascal's Triangle.

82nd Carnival of Mathematics

2011-10-12T00:25:00.002+05:30

We are proud to be hosting the 82nd Carnival of Mathematics on the 14th October 2011.We had earlier hosted the 12th Carnival of Mathematics back few years ago and it feels good to be hosting it again. So I would like to invite everybody to contribute and make it a grand sucesss.

You can use this form for your submissions.

http://blogcarnival.com/bc/submit_1049.html

The Nine Digit Squares Puzzle - Answers

2011-10-09T02:08:00.002+05:30

Here is the answer to the puzzle I posted a few days back. The original puzzle was:-

Nine digits, other than zero, can be arranged uniquely to form four numbers which are all squares:-

9 (3²) 81 (9²) 324 (18²) 576 (24²)

What is the smallest possible square number comprising all nine digits together, and the largest square number comprising all nine digits together?

The answers are:- (smallest) 139,854,276 (11826²) and (largest) 923,187,456 (30384²).

The first correct answer came in from Balaji Ramanathan. Congratulations.

The Puzzle - Answers Tomorrow

2011-10-08T04:50:00.002+05:30

I have not forgotten my duty to provide the answer to the puzzle I set some days ago. I have received a correct answer already, and credit will be given - I just needed to give time to everyone here to come up with answers for themselves.

I will provide the answer to the puzzle on Saturday, 8 October, in the evening (GMT).

The Memory Men of India

2011-10-07T22:45:00.000+05:30

Having a Strong Memory has been the desire of a lot of students. A Strong Memory would help to boost academic scores and give each student the competitive edge.

Md. Faisal during the Guinness attempt

Today we are proud to be writing about three individuals with exceptional memory who I came to know during the course of teaching Vedic Mathematics. Also I felt nice to know that each of these individuals teach Vedic Maths in their respective cities.

Meet Muhammad Faisal an active associate of Vedic Maths Forum India, who made the Guinness World Record for his Strongest Memory on May 18, 2011. Muhammad Faisal a well known Human Computer Prodigy made his attempt by memorizing 18 randomly selected objects in 1 minute. Faisal teaches Memory Power and Vedic Mathematics in North India.

Sai Kiran

Sai Kiran from Hyderabad. He teaches a concept called 'Vedic Memory' and his students swears by it. He has also made a World Record in the Limca Book of Records for memorizing 100 cryptic words.Sai has a huge fan following in Andhra Pradesh and he has also given workshops on this concept outside the country.

Meet John Louis - The Grand Master of Memory.

John Louis at a packed Workshop

He is the first Indian to win the prestigious title Grand Master of Memory. He holds several national records on memory – memorized 3600 binary digits, 2400 random numbers, 20 packs of cards, memorized 90 spoken numbers, memorized a pack of cards in 96.75 seconds and solved 7 Rubik’s cube blindfolded etc. He is also a human calendar and a mental calculator.

Article:The Base Method (Vedic Mathematics)

2011-10-07T20:07:00.001+05:30

The Current October 2011,Issue of the popular Magazine 'One India-One People' publishes an article on Vedic Mathematics highlighting the Base Method.

A Puzzle

2011-10-03T00:58:00.002+05:30

In order to generate more traffic on this blog, I thought I'd introduce the occasional puzzle for you to work on.

The first puzzle.

Nine digits, other than zero, can be arranged uniquely to form four numbers which are all squares:-

9 (3²)

81 (9²)

324 (18²)

576 (24²)

What is the smallest possible square number comprising all nine digits together, and the largest square number comprising all nine digits together?

Hunger For knowledge

2011-09-27T18:13:00.002+05:30

Sainthia, Birbhum is a place 3 hours away from Kolkata. Like the distance it is somewhat lagging behind Kolkata in terms of lifestyle, but not very far. There are a few odds but most people fight and try to survive with whatever little they have.

The hunger for knowledge is what is overwhelming here. Nothing is enough to the bright students here. The Vedic Maths team is in Sainthia trying to quench this thirst.

Even though we are finding it a little difficult to adjust to this place as we are used to all the luxuries for so many years. But, what is holding us back is the enthusiasm and the quest to know it all from the students.

The age group of the students vary quite a lot, starts from 8 years and you will also find business men. the coordination and the involvement shown by them is really fascinating. They have proved that they can challenge anyone with better privileges.

Article in the Career Edge Magazine

2011-09-27T14:01:00.000+05:30

This article just came out in the Career Edge Magazine which is published from Ahmedabad.

The Vedic Maths Presentation at Analytica 2011 St.Xaviers College

2011-09-21T18:06:00.001+05:30

What is Vedic Maths?

View more presentations from gtekriwal.

Being felicitated at St.Xavier's College

Delivering the talk on Vedic Mathematics

Fun with Numbers at Analytica 2011

We would like to thank the St.Xaviers College Maths Department and the Maths Festival 'Analytica' Organizers,Ms.Anisha Khaitan for the invitation extended.

How simple is Vedic Maths ?

2011-09-11T05:31:00.000+05:30

Vedic Maths offers a new perspective to see the numbers.It uses a different way to tackle the problems of numbers through seeing their patterns and methods.Continuous use of these way improves the mental ability and so makes the performance ease with faster calculations.

If you search the internet for Vedic maths, you can see the success of this system high since this system of calculation is completely natural.

Let me cite an easy example,

Addition:

Example : 75 + 33 =?

If we normally use the conventional method taught in school , you proceed to add each numbers from right to left.

Now,using Vedic system , look at the number 33 , it is 3 more than 30 .So add 30 to 75 which gives us 105.Then add 3 giving 108.

Therefore , 75 +33 = 108 Simple isn't it ?

Subtraction

Example : 75 -33 =?

Again,in normal subtraction all we do is subtract each numbers from right to left.But using Vedic system ,again look at 33, it is 3 more than 30.So 75-30 =45.Now subtract 3 from it giving us the result 42.

Therefore , 75 - 33 = 42

Now, you can try this with as many number you like and see the result for yourself.

Author:

Umamaheswari Anandane is a poetess ,a writer and a blogger at Inside My Poem Book and Perpetual Mind.For more on Vedic Maths , visit her blogs under label Vedic Maths.

Barack Obama : "US losing ground to India and China in Math"

2011-09-03T20:25:00.000+05:30

Washington: The US is fast losing ground to countries like India and China in the fields of science and mathematics, US President Barack Obama has said.

Obama expressed his worry about the lack of emphasis on encouraging students in mathematics, science and engineering at a town hall meeting at Atkinson, wrapping up his three-day bus tour to rural America on Wednesday.

"One of the things I'm worried about and we're trying to put a lot of emphasis on in the Department of Education is, can we do more to encourage math, science, engineering, technology learning... if you are a skilled engineer, if you are a skilled computer scientist, if you've got strong math and technical skills, you are going to be very employable in today's economy," Obama said.

"That has to start even before young people get to college. So we're trying to institute a whole -- what's called a STEM program -- science, technology, engineering and math -- in the lower schools so that kids start getting oriented towards those fields," he said.

The US president said that these areas are ones in which America has traditionally had a comparative advantage, but "we're losing ground to China and India" where students are more focused on those subjects.

"I will tell you, though, just in case there are any French teachers here or foreign language teachers, having a foreign language, that's important, too.

"That makes you so much more employable because if you go to a company and they're doing business in France or Belgium or Switzerland or Europe somewhere, and they find out you've got that language skill, that's going to be important as well," he said.

Source: NDTV

Article: I love Maths! (Vedic Mathematics)

2011-09-03T18:14:00.000+05:30

In the Current September 2011,Issue of the popular Magazine 'One India-One People' we are starting a regular column on Vedic Mathematics. This will be of special interest to students and adults like.

Article: "The Kama-Sutra of Mathematics"

2011-09-03T18:05:00.002+05:30

Recently there was an article published on Vedic Mathematics in the popular P.M.Magazin in Germany. The English translation of the Title read 'The Kama-Sutra of Mathematics"!

Please click on the images for a bigger version.

Talk at St. Xaviers College, at Maths Fest Analytica 2011

2011-08-30T20:45:00.000+05:30

The Mathematics Department of the St.Xaviers College,Kolkata is organizing a Mathematics Festival, “ANALYTICA 2011- If you can't see, Imagine!” to be held from 22nd September 2011 onwards.

Emerging from a mere Seminar in 2008, Analytica soared high enough to gain the status of a Regional Mathematics festival in the last year. Analytica 2010, an event sponsored by the National Board for Higher Mathematics, Department of Atomic Energy, Government of India and publicized by T2, a part of The Telegraph, saw the likes of Prof. Mahan Maharaj from Ramkrishna Mission College, Kolkata, Prof. Arnab Chakraborty from St. Xavier’s College Kolkata, Prof. Bimal K. Roy from I.S.I., Kolkata and various other Mathematicians and Scientists from different parts of our country who had come and delivered some really interesting lectures in those fields of Mathematics which are new or absolutely unknown to most of the Undergraduate students of every Science Discipline. It also consisted of events like A Quiz Show, Documentary Film Shows and Student Paper Presentations to dilute the mathematically saturated atmosphere.

This year a talk on Vedic Mathematics has been organized in association with The Vedic Maths Forum India on 22nd September at 4pm onwards.

Video: "Crore blimey!"

2011-08-22T19:02:00.000+05:30

Crore blimey! My Trip to India to Uncover the Truth about Vedic Mathematics - Alex Bellos
Deep mystical truths of the universe, or simple mathematical tricks? - Alex Bellos speaks about his trip to India to get to the bottom of Vedic mathematics.

Video: What is the difference between Vedic Maths and Conventional Maths?

2011-08-22T15:17:00.001+05:30

Video:From which age can you start learning Vedic Maths?

2011-08-22T12:59:00.001+05:30

India against Corruption

2011-08-22T01:01:00.000+05:30

India is currently witnessing a mass movement against corruption at a scale which has never been seen before.Today a Billion Indians have united themselves in a Sutra (Thread) to introduce the Jan Lokepal Bill in the country and to deal with corruption once and for all.

India Against Corruption (IAC) is a citizen's movement to demand strong anti-corruption laws. Lokpal bills were introduced several times since 1968, yet they were never passed by the Indian Parliament. After a fast by veteran social activist Anna Hazare and widespread protests by citizens across India the Government of India constituted a 10-member Joint Committee of ministers and civil society activists to draft an effective Jan Lokpal Bill. The primary focus of IAC movement is to ensure a strong Lokpal bill

The Vedic Maths Forum India strongly supports the movement and we invite your comments on the issue. Read more on the Movement here http://www.indiaagainstcorruption.org/

15th August 2011 : Happy Independence day

2011-08-16T00:26:00.000+05:30

Video: Is Vedic Maths useful for Competitive exams like CAT ?

2011-08-16T00:12:00.000+05:30

Video : Dyscalculia and Vedic Mathematics

2011-08-16T00:09:00.000+05:30

Video: Solutions to the Maths Crisis in Ireland

2011-08-12T21:39:00.000+05:30

Video: The African Maths Crisis and Vedic Maths as a Solution

2011-08-12T21:37:00.000+05:30

Book Review :Alex in Numberland

2011-08-10T21:06:00.000+05:30

Video:Why use Vedic Maths when there is a Calculator available?

2011-08-10T21:04:00.000+05:30

Video: Why are children Math Phobic?

2011-08-08T14:12:00.002+05:30

Difference between Vedic Maths & Abacus

2011-08-08T14:10:00.000+05:30

Workshop at St.Thomas Engineering College

2011-08-02T23:49:00.000+05:30

A Workshop was conducted recently at St.Thomas Engineering College by Gaurav Tekriwal. The Workshop covered about 9 topics in Vedic Mathematics and was held for over 6 hours.

Response by Alex Greene

2011-07-12T23:49:00.000+05:30

This is Alex Greene's response to the earlier question. He posted it as a comment but I thought I would share this with every body as a post.

I might counter argue with the question: why do we teach mathematics to children at all?

If you answered "To get good grades," or "To get them a job when they're older," get to the bottom of the class.

We teach mathematics, like writing, because we are equipping children with the most basic of problem-solving skills. Mathematicians aren't just people who sit in offices in university and scribble nonsense on a board. Mathematicians solve problems.

The tools of basic mathematics we teach children in schools - arithmetic, basic algebra - are tools we are obliged to give them to help them to solve the problems they will face in life.

What sorts of problems? Calculating a weight of a roast in kilos when you're given it in pounds and ounces and you need to work out how many minutes to put the meat in the oven for.

Say, that joint will take 265 minutes to cook in the oven. Maths will tell you what 265 minutes means in hours: in this case, 4 hours, 25 minutes.

How about working out how much change you get from £20 when you've bought a latte and a sandwich worth £4.25? If you get less than £15.75, you're being short changed.

What about architecture? Someone clears out a square plot of land 999 metres a side. How quickly can you work out that it is 998,001 square metres without a calculator or sheet of paper?

In a similar vein, if you had to multiply 112 x 999, how quickly can you come up with 111,888?

Because mathematics can be found in every part of life, from finances through to cooking, gardening, medicine (Quick! You have 30 tablets. You take two a day. How many days before you have to go back to refill your prescription?) and even romance ("The wedding ring cost /how much?") it's vital to teach children ... and adults ... the best tool with which to solve these little problems.

Mathematics is that tool - but why Vedic mathematics in particular? Because VM is probably the most efficient form of that tool yet to be devised. It is quicker than the mathematical methods taught in schools since the 17th Century, with proofs which are just as rigourous, and moreover it produces quick, accurate results in a fraction of the time.

So rather than think of the grades the kids can get if you teach them VM, think of their lives as adults and the problems they'll face, which they'll be able to solve in their heads, thanks to VM.

Question: Is Vedic Maths Confusing?

2011-07-11T04:32:00.000+05:30

Just got this question from overseas.I thought of posting it here as it may help others as well.

I am wondering does it cause confusion if we learn different method such as Vedic math if we already learned regular method at school like me I have learned with regular math method since I am years old and I am very used to use regular method to do the math.

My main concern is if we teach Vedic math in any age group who attend regular school then he or she will have any confusion at school or any complication at school?

My opinion is knowing different method of the math is very good but for some other people might cause confusion and have some complication at school especially with teacher ?

My Answer:

Vedic Math is an alternative technique used for calculations by students. It is best introduced at Grade 4 or 5 when the children begin to understand the difference between the two.Introducing Vedic Math to students in these grades does not confuse them at all. Infact it gives them an option to do the sum in a new way.

I understand your concern that students can get confused in school as there may be a conflict between the methods taught in school and the Vedic way as teachers will not be able to understand them.In this regard we advise students use the Vedic Methods as a checking tool. Vedic methods are invisible...which means they can be calculated mentally so the child can use Vedic method mentally and check his answers by the method and the teacher wont have to know that he used the Vedic Methods.

Using the Vedic methods adds to the child's numeracy skills. He gets more friendlier with numbers and as a result his scores increase.

The Maths Makeover

2011-07-06T20:02:00.000+05:30

I recently saw this video presentation given by Dan Meyer from the United States who is very passionate about giving the current Math Curriculum a Makeover using Multimedia.

He is concerned about the state of Maths in the US and elsewhere and thinks that we could achieve better results from students if we adopt his strategy. I couldn't agree with him more. I think he just echoed our passion for Maths. Awesome!

Upcoming Workshops

2011-07-06T03:18:00.000+05:30

Workshops on Vedic Mathematics for Entrance Exams is being Organized all throughout July and August 2011.

B.P.Poddar Institute of Management Technology
St.Thomas College of Engineering
Birla High School for Girls
University of Mauritius
News Article : Play pill to kill maths phobia

Speedy Deconvolution using Vedic Mathematics

2011-07-05T02:01:00.000+05:30

Deconvolution is a computationally intensive digital signal processing (DSP) function widely used in applications such as imaging, wireless communication, and seismology. In this paper deconvolution of two finite length sequences (NXM), is implemented using direct method to reduce deconvolution processing time. Vedic multiplier is used to achieve high speed. Urdhava Triyakbhyam algorithm of ancient Indian Vedic Mathematics is utilized to improve its efficiency. For division operation non-restoring algorithm is modified and used. The efficiency of the proposed convolution circuit is tested by embedding it on Spartan 3E FPGA. Simulation shows that ,the circuit has a delay of 79.595 ns from input to output using 90nm process library. It also provides the necessary modularity, expandability, and regularity to form different deconvolutions for any number of bits.

- Rashmi K. Lomte, Prof.Bhaskar P.C

View Full paper here

Happy 4th of July

2011-07-04T19:53:00.000+05:30

Wishing you all a Happy 4th of July!!

Is it the end of Pi?

2011-07-02T23:17:00.000+05:30

In your school days if you dreaded the scary Pi = 3.14... you have reasons to smile. A Group of mathematicians have called to replace the pi with an alternate value Tau.

Mathematicians say while 3.14159265, the number’s value, is not incorrect, it is the wrong figure to be associated with the properties of a circle as a matter of course. “Tau” has a value twice that of pi — of 6.28

Tau proponents say that for many problems in maths, tau makes more sense and makes calculations easier. What do you think?

Cartoon :How good is your maths?

2011-06-23T04:14:00.000+05:30

Are children now any worse at maths than their parents were?

I hope somebody suggest a solution in Vedic Maths to the UK authorities.

Source: http://www.guardian.co.uk/education/cartoon/2011/jun/21/maths-skills-declining

What’s your favourite number?

2011-06-23T04:01:00.000+05:30

Do you think you have a favorite number?

The maths writer Alex Bellos, author of Alex's Adventures in Numberland, has launched an online survey at www.favouritenumber.net asking people about their choices.

Source: BBC News

I personally think everybody is superstitious about a certain number. Most people I know that they consider 13 as an unlucky number and 9 to be one of the most luckiest number.

Some friends I know keep the digit sum of their car number to be 9 or even 1. My favorite number is Nine and I will share the reason why!

I was born on the 9th and my wife was born on 17/1/1980 , if you do a digit sum it will add to Nine-and yes she is lucky for me. My Passport ends in the number 9 and I even got a 90% in Maths! My car number is 6480 - which again adds to Nine! I somehow get a feeling that if I get a number which adds to nine whether it be a Hotel Room No or a Hotel Food bill , it would be lucky for me. There are 9 planets and if you look deeply there is something magical about 9.

So now the question is -- Whats your lucky number! Go to this website created by Alex Bellos and just give a vote to your lucky number. www.favouritenumber.net

UK Mathematics News - "Universities 'dumbing down on maths' to fill places"

2011-06-14T14:04:00.002+05:30

Disturbing news, here, from the BBC website:-

Universities 'dumbing down on maths' to fill places

"Universities are having to dumb down the maths requirements on some of their courses in order to fill places, a report says.

"It maintains that nearly two-thirds of the students accepted on courses needing post-GCSE maths do not have those skills.

"The Advisory Committee on Mathematics Education report argues that this causes problems for students ..." [more]

Yes. I should imagine it will.

Just Released!! Shakuntala Devi's New Book :Super Memory: It Can Be Yours

2011-06-13T04:45:00.000+05:30

This is one of those rare books that can help all of us with something that is both troublesome and worrisome – our memory. It does this with ease in 12 easy and effortlessly smooth steps.

Pub. Date: June 2011 Shakuntala Devi’s down-to-earth writing and encouraging step-by-step approach puts super memory in reach of everyone. As she says, ‘Take my word. You can start applying my memory-enhancing techniques immediately, right now. Before you will realize, applying my methods and strategies will become your second nature.’

Shakuntala Devi has been honing and teaching her memory improvement techniques for more than 40 years. Super Memory is the result of her life’s work, specially tailored to our needs as we age, and encompassing all of the many ways we can use a better memory every day.

About the Author
Born to an orthodox Brahmin family in Bangalore, Shakuntala Devi manifested an extraordinary love for numbers at a very early age. By the time she was five years old she had become an expert in complex mental arithmetic. The rest, as they say, is now history. She has authored several international bestsellers which have sold millions of copies worldwide and have been translated into many languages. She is also the recipient of Ramanujan Mathematical Genius Award, which was bestowed on her in Washington, USA, in 1988.

To order the book please email gtekriwal@vedicmathsindia.org

The number cruncher

2011-06-12T23:53:00.000+05:30

While most of us cringe at the thought of the simplest calculations, Sayali Wavhal, an 18-year-old maths wizkid battled her calculus woes and aced her HSc exam with a cent per cent score.

We all remember our sharp nosed bi-spectacled maths teacher who found reason to pick on us with her formulas derived and those that weren't. Stereotypes and clichés of women struggling with maths don’t apply to Sayali. “I’ve never even heard that women aren’t good at maths,” she says.

She’s not new to perfecting her score. The high school student has been a topper since her first grade, while maths became her hot favourite after Class Four and never dropped in ranking since.

She’s hooked

What attracted her to maths is probably something that puts others off maths quizzes. “I became a quiz junkie after Class Four. I started taking part in competitive exams, maths talent hunts, etc, and what really did it for me was my uncle.

I have always had fantastic teachers guiding me but my uncle was the one who roped me in early on. He taught me nifty tips and tricks that reduced my calculating time substantially and playing with these cheat codes really excited me,” explains Sayali.

Having patient and expressive maths teachers is rare and more often than not, it is that one teacher, who either makes a child fall in love with the subject or hate it forever.
Clinched it

Even Maths pros need some additional help. “In spite of doing well, I enrolled into Mahesh tutorials and it was a very smart decision. They were instrumental in helping me clarify my doubts and training me for competitive exams,” says Sayali.

She constantly hunted for avenues that challenged her and helped her bounce new ideas off.

“Group studies were another thing that worked. With maths, the more you practice the better you get. You can not solve all problems yourself. I would solve a set of questions and my friends would solve others and together we tackle a lot more,” she says.

Watch the clock

It’s easy to neglect health and food when one gets sucked into preparing for exams. “Fortunately, my mother was constantly keeping a tab on what I’m eating and would keep feeding me at regular intervals. She keeps saying I’m very weak and don’t eat enough,” she says.

Stumbling blocks

Even wizkids can find problem areas once in a while. For Sayali, it was the mumbo jumbo of calculus and trigonometry. The tricky subjects required detailed explanation of concepts and thorough practice.

“With calculus one needs to know which concept to apply when. Since it has multiple concepts one needs to know which one would yield the correct result in the nick of time.

It’s all about performing under pressure,” she says. Trigonometry, on the other hand, needs a very good teacher because it’s hard to grasp the concepts without proper guidance.

Practising gives confidence. This is the one thing that will help you battle the bundle of nerves you become before you sit for your exams.

Nervousness is one of the biggest reasons why most people make mistakes during exams and tend to forget things that they know very well, so it’s best to tackle it head on with enough practice.

Third of England pupils fail to reach maths potential

2011-06-12T23:51:00.000+05:30

A third of secondary pupils in England fail to reach their potential in maths and a quarter are making insufficient progress in English, figures show.

In total some 200,000 maths pupils and 160,000 English students are failing to make the progress expected between starting secondary school and finishing GCSE, according to official data.Also, the gap in progress between boys and girls has widened in the past year.The schools minister said it was "not good enough".The figures show how many pupils are attaining the GCSEs they would be expected to gain on the basis of the national curriculum tests known as Sats that they take at the end of primary school.

Those with a level 5 in Sats are expected to attain at least a B grade at GCSE, those with a level 4 should obtain at least a C, while those with a level 3 should achieve at least a D.'Huge concern'The 2010 figures show that, in mainstream maintained schools, more than 37% of pupils failed to make the progress expected of them in maths, while more than 29% missed their GCSE targets in English.

However, these figures were down from 41% in maths and 34% in English in 2009, continuing a trend of gradual improvement.But more boys than girls are failing to fulfil their potential - with nearly 35% of boys missing their English targets compared with just less than 25% of girls.

The gulf between them has widened slightly, from 10.3 percentage points in 2009, to 10.7 in 2010.The difference is less pronounced in maths - with 38% of boys failing to make the expected progress, compared with nearly 36% of girls.But this gap has also widened slightly, from 1.5 percentage points in 2009 to 2.3 in 2010.Schools Minister Nick Gibb said it was "not good enough" that more than 200,000 pupils in maths and 160,000 in English were still falling short of expected progress.

"And it's a huge concern that one in three boys fails to reach their potential in English - with the gap with girls remaining stubbornly wide," he said.

The further behind pupils were at 11, the less likely they were to catch up later, he added.He said government reforms would "give all pupils a solid grounding in reading and arithmetic, with the right catch up support if they start to fall behind".

Source: BBC news

TIME 2011

2011-06-07T22:02:00.000+05:30

TIME 2011 is going to be scheduled at Indore this year. If you have a paper to present please contact Prof. Rana.

On behalf of the National Advisory Committee of “Technology & Innovations In Math Education” (TIME) we are pleased to announce that the TIME2011 will be held from December 26-29, 2011.The Director IPSW Indore has kindly consented for Indore Public School, Indore as the venue for TIME 2011. Please mark your calendar to prepare your abstract and full paper early for TIME 2011.

Deadline for Abstract Submission: September 15, 2011. Deadline for Full Paper Submission: October 15, 2011.

The Origin Of Vedic Mathematics

2011-06-05T01:23:00.007+05:30

The recent mathematical calculation that creates interest are The Vedic Maths because of its simplicity in solving large problems within lesser time.The calculator is our Brain .Vedic Maths trains our brain to grasp the fundamentals of the problems and helps in solving them.

So where does this Vedic Maths comes from ?

Indian religions consists of Hinduism, Jainism, Buddhism and Sikhism of which the Vedic period (under Hinduism) marks the beginning of the period wherein works of Sanskrit are written.The word "Veda" means "knowledge or wisdom" in Sanskrit and these Veda's are the regarded as the oldest sacred texts.

The Vedic texts are classified into four types namely ,

The Rigveda - hymns to be recited by the hotṛ;
The Yajurveda - formulas to be recited by the adhvaryu or officiating priest
The Samaveda - formulas to be sung by the udgātṛ and
The Atharvaveda is a collection of spells and incantations and speculative hymns

The above four are collectively known as the Samhitas (Veda).The mathematical calculations that are born in this period is called as Vedic Calculations or Vedic Maths .The first three are basically ritual handbooks that were used by priests during the Vedic period and the last veda Atharva veda is where our Vedic Maths falls in. "Sri Bharati Krishna Tirthaji (1884-1960) ", a scholar of Sanskrit, Mathematics, History and Philosophy rediscovered Vedic math from these ancient Indian scriptures and constructed 16 sutras and their corollaries for easy and effective calculations .

Example:
Can you find a answer when you subtract 53689 from 10000 ?

The sutra Nikhilam Navatashcaramam Dashatah ,also called as "All from 9 and the last from 10" can be used to solve the above question.Subtract each digit of 53689 from 9 and the last digit from 10 ,you get the result as 46311.This holds true for any given numbers to be subtracted from 10, 100,1000 , etc

Conclusion:
Vedic Maths can be simple and give productive results only when proper understanding of sutra is done.Most GRE/CAT questions revolve around Vedic tricks solving analytical questions within stipulated time .Also practice is key to success when you want to learn Vedic Maths

PS:
The above post is written by Umamaheswari Anandane , author of Inside My Poem Book and The Perpetual Mind

GeoGebra: A free mathematics software for teaching and learning

2011-05-29T12:02:00.000+05:30

With the fast-pace advancement of technology, computers in particular, we teachers need to cope up and exploit these technologies and integrate them in teaching. In mathematics, commercial software have been developed commercially for the last three decades, but recently, more and more free software were developed, and the source codes were even made public. This open-source method helped software to be developed by programmers from different places around the world.

One of the best free and open-source software developed recently was GeoGebra, a dynamic geometry software developed by Markus Hohenwarter in 2001. Before, GeoGebra was just similar to other geometry software, but now it has turned into a full dynamic mathematics software capable of integrating algebra, geometry, calculus, and statistics.

I had been using well-known commercial geometry software many years before I discovered GeoGebra in 2005. Since then, I have integrated GeoGebra in teaching, and our institute have integrated it as well in our teacher training programs.

To give you an idea of what GeoGebra can do, I have created some applets below for you to explore. The first applet shows that the angle sum of a traingle is 180 degrees, the second shows the effects of the parameters a and b in the linear function y = ax + b, and the third shows the concept of Riemann sums.

Note: If the applets do not display in your computer, you have to download and install the Java Runtime Environment to run it.

Triangle Angle Sum
Drag A,B,C to choose shape, and then drag the circle on slider t to extreme right to rotate the triangle.

Sorry, the GeoGebra Applet could not be started. Please make sure that Java 1.4.2 (or later) is installed and active in your browser (Click here to install Java now)

Linear Function
Drag the circles on sliders a and b and investigate the effect of their values to appearance of the graph

Sorry, the GeoGebra Applet could not be started. Please make sure that Java 1.4.2 (or later) is installed and active in your browser (Click here to install Java now)

Riemann Sums
Drag the circle in slider n to investigate the sum of the area of the rectangles.

Sorry, the GeoGebra Applet could not be started. Please make sure that Java 1.4.2 (or later) is installed and active in your browser (Click here to install Java now)

You can find more applets at the GeoGebra wiki.

GeoGebra is available for download and runs in Windows, Mac, and Linux. Your computer must have Java Runtime Environment to run GeoGebra.

GeoGebra Step-by-Step Tutorials

If you want to learn more about GeoGebra, I have created more than 50 GeoGebra Step-by-Step tutorials in my blog Math and Multimedia. You can also email me at mathandmultimedia@gmail.com if you have questions about the said software.

***

Guillermo Bautista is a mathematics teacher from the Philippines. He, together with Erlina Ronda, established the first GeoGebra institute in the Philippines, the GeoGebra Insitute of Metro Manila. His academic blogs are Math and Multimedia and GeoGebra Applet Central.

Research Papers on Vedic Maths

2011-05-26T16:00:00.000+05:30

1.A hierarchical design of high performance 8x8 bit multiplier based on Vedic mathematics,Sumit R. Vaidya,Deepak R. Dandekar

In this paper, low power and high speed 8x8 Bit Vedic Multiplier is presented. A Novel technique for digit multiplication is produced that is quite different from the conventional method of multiplication like Add and Shift [1]. This paper presents a systematic design methodology for fast and delay efficient Vedic Multiplier based on Vedic Mathematics [2]. The multiplier architecture based on the Vertical and Crosswise algorithm of Ancient Indian Vedic Mathematics. In this paper, general technique for NxN multiplication is proposed and implemented; this gives less delay for calculating the multiplication results for 8x8 Bit Vedic Multiplier. In this paper, less delay and high speed 8x8 Bit Vedic Multiplier is presented. The multiplier cell of the adder is designed by using Pass Transistor (n-transistor), p-transistor used as cross coupled devices. The 8x8 Bit Vedic Multiplier circuit has been simulated using Microwind 3.1 VLSI Layout CAD tools. Simulated results for proposed 8x8 bit Vedic Multiplier circuit shows a great reduction in delay for 0.18 μm.

http://portal.acm.org/citation.cfm?id=1948020

2. Performance Evaluation and Synthesis of Multiplier Used in FFT Operation Using Conventional and Vedic Algorithms Laxman P. Thakre, Suresh Balpande, Umesh Akare, Sudhir Lande

New telecommunication systems are based more than ever before on digital signal processing. High speed digital telecommunication systems such as OFDM and DSL need real-time high-speed computation of the Fast Fourier Transform. Thus there is a need of innovative algorithms to improve the speed. In this paper, we propose vedic algorithm for the implementation of multipliers to be used in the FFT. Vedic mathematics (VM) comes with the simplest and effective algorithm for solving any typical engineering problem standing on the pillars of the “Vedic” principles. The conventional multiplication method requires more time & area on silicon than vedic algorithms. More importantly processing speed increases with the bit length. This will help ultimately to speed up the signal processing task, as it is well known that the multiplier is the basic building block of FFT. The VM has been synthesized for the target device 5vlx30ff324-3.

http://www.computer.org/portal/web/csdl/doi/10.1109/ICETET.2010.57

In Memoriam : Sri Sathya Sai Baba

2011-04-26T21:37:00.000+05:30


Sri Sathya Sai Baba

The Vedic Maths Forum India condoles the passing away of Sri Sathya Sai Baba. Baba's "words and actions have lit the lamp of love our hearts and mind. His message of service to humanity as service to God and as a means of destroying narrow-mindedness is of eternal relevance,"

When I started the Vedic Maths Forum, All activities that we did were in Baba's name.I was drawn to Sai Baba and an amazing thing happened that when I started meeting people from abroad they all turned out to be Baba's devotees. I found out that Baba connects his disciples and his love flows through them. The Newsletter which we started 'Vedika' which was later converted to a blog had Baba's blessed name 'Om Sai Ram' etched at the top.

Baba's organisation Sri Sathya Sai Veda Pratisthan has always promoted Vedic Mathematics, among other Vedic Jewels through courses and online lessons. In trying times I have always looked at Baba for support and guidance and have always found him with me. This is a personal loss though I know that Baba's Soul will always be with us.

Sri Sathya Saibaba as a preacher of the highest human values was an iconic figure for over five decades. He endeared himself to the people through various institutions, with headquarters at Prashanthi Nilayam, that promoted egalitarian values, education and public health.

May Baba's soul rest in peace and his blessings be with us always.

If you are a Sai Baba disciple or have been blessed by Baba or have a story to share about him please write to us at gtekriwal@vedicmathsindia.org and we will be happy to share your story on our blog.

The Math Behind Digital Roots

2011-04-24T20:39:00.001+05:30

I have posted an article on my blog about the mathematics behind digital roots. This is an extension and amplification of the concepts that were first introduced in my Vedic Mathematics post devoted to digital roots.

Most people know digital roots as the remainders of division by 9. But that is just one of countless possible digital roots. Remainders after division by any number can be utilized as digital roots, especially for verification of the results of arithmetic operations. And some of those digital roots are much more useful than digital roots with respect to 9. You can find out all the details, as well as suggestions for useful digital roots here.

The Vedic Mathematics Community

2011-04-23T05:54:00.000+05:30

Inviting members to the Vedic Maths Community. We have had this community for over two years now where we discuss on Vedic Mathematics, Exam Strategies, Organize Online Classes, Tests,Tutorials and we provide Personal Coaching and Consultation as well.

The Community has over 550 members and is growing everyday. Join in Vedic Maths Community.

The Vedic Maths Documentary

2011-04-23T05:21:00.000+05:30

The EBS ( Educational Broadcasting System) from Korea, made a documentary on Vedic Mathematics, a first of its kind in the field. The Language is Korean and English and you will be able to understand what's being said perfectly. This documentary features the Doon School how they implement Vedic Mathematics in day to day affairs, His Holiness the Shankaracharya of Puri and The Vedic Maths Forum India.

Derivation Of Osculation-Based Divisibility Tests

2011-03-27T03:40:00.002+05:30

I have published a new post on my blog with an explanation of how osculation works in divisibility tests. I had published a Vedic Mathematics lesson on divisibility tests a while back, and followed that up with a lesson on the Vedic Mathematics concept of osculation. The application of osculation using natural osculators (vestanas) leads directly to some of the divisibility tests, especially for numbers that many people don't even know have divisibility tests.

In this latest post, I examine the relationship between osculation and the modulus operator. The combination of osculation with some properties of the modulus operator, as explained in this post help us derive the divisibility tests that are based on natural osculators. In addition, once these interactions are understood, you can independently derive numerous divisibility tests for practically any number you can think of, some of them based on osculation, others based on other manipulations of the digits of the dividend. You can read all about this and get started deriving your own divisibility tests by reading my post here!

Celebrate Pi Day!

2011-03-05T00:38:00.000+05:30

Pi, Greek letter (), is the symbol for the ratio of the circumference of a circle to its diameter. Pi Day is celebrated by math enthusiasts around the world on March 14th. Pi = 3.1415926535…

With the use of computers, Pi has been calculated to over 1 trillion digits past the decimal. Pi is an irrational and transcendental number meaning it will continue infinitely without repeating. The symbol for pi was first used in 1706 by William Jones, but was popular after it was adopted by the Swiss mathematician Leonhard Euler in 1737.

Refer to previous article How the ancient seers sang the long decimal form of Pi

Comedian bids to boost mathematics

2011-03-02T14:58:00.000+05:30

A comedian is encouraging people across London to multiply their career options and consider teaching mathematics.

Matt Parker has teamed up with the Training and Development Agency for Schools (TDA) to highlight the benefits of a career in the subject on World Maths Day.The event on Tuesday sees students from across the world compete against each other to answer hundreds of questions online.And with millions of children getting excited about maths the comedian is urging potential teachers to get involved and make a difference.

He said: "Getting the right teachers makes a world of difference in helping engage young people, particularly with a subject like maths.

"Students need maths for their future success but at school it can be such a struggle, and without a dedicated teacher, it can be too easy to discourage pupils to simply give up. Good teachers bring maths to life in a way that will stay with pupils forever. It's all about making it engaging - and making it relevant to everyday life."

In a bid to boost teacher numbers the stand-up is urging people to visit Train to Teach events across the country to find out more about a career in maths. The subject has experienced a popularity boost this year with more than 33% of people inquiring about teaching maths, according to figures. This is up from 26% in 2010, the TDA's Telephone Information Line (TIL) poll shows.

Research reveals that in London 36% of those considering teaching favoured maths and 45% were considering swapping their current career for a teaching position in the subject.

Graham Holley, chief executive of the TDA, said: "It is thrilling to see maths teaching enjoying such a renaissance over the last few years. It is no surprise that the subject is attracting highly qualified career changers, with all the opportunities, professional challenges and personal rewards it can offer. We are determined to capitalise on the increasing interest in maths teaching to ensure future economic prosperity for this country."

World Maths Day 2011

2011-02-21T21:32:00.000+05:30

World Math Day is coming soon, on March 1, 2011. You need to register beforehand, before February 28.

What is World Math Day?
It's a fun worldwide event where students from across the globe compete against each other in answering math facts.

Students play at home and at school against other students around the world in live games of mental arithmetic. Each game lasts for 60 seconds and students can play up to 100 games, earning points for their personal tally. Students can play beyond 100 games during the event, but points will only count to the World Maths Day Mathometer, not their personal point score. The students who answer the most questions correctly appear on the Hall of Fame. There are 5 different levels of play, 20 games on each level.

Surat girl is ambassador for World Maths Day 2011

A young girl from Surat, who is not in her teens yet, has been named the Indian Ambassador for the prestigious World Maths Day event to be held next month.

Priyanshi Somani, 12, a mathematical genius herself, has been named the Ambassador from India for World Maths Day, which will be observed on March 1. She will also represent India in the competition, to be held on the same day.

Originally from Surat, Priyanshi has participated in several prestigious Maths competitions around the world. She is now a student of Mayo College in Ajmer.She had won the Mental Calculation World Cup held in Germany last year, and has also found a place in Limca Book of Records.

It is expected that more than 30 lakh students from across the world will take part in the competition. The participants will have to answer 100 mathematical questions, and the fastest to answer all questions correctly, will be declared the winner.

Priyanshi said she considered herself blessed that she was representing the country at the prestigious event. Priyanshi has been inclined towards mathematics since her younger day. She can solve questions of addition, subtraction, multiplication and division of small and big digits, within fractions of a second.

Himanshu Thapliyal featured in MIT Technology Review

2011-02-20T02:17:00.000+05:30

Himanshu Thapliyal

We would like to Congratulate Himanshu Thapliyal, for being awarded the Patent in United States for his research on Reversible Computing with Prof.Ranganathan at University of South Florida. Himanshu Thapliyal researches on applications of Vedic Mathematics in Information Technology among other areas of research.

His research on reversible computing is path-breaking and was featured in MIT Technology Review, ACM TechNews, New Scientist Magazine and Softpedia.

The Fantastical Promise of Reversible Computing’, MIT Technology Review,
‘The Fantastical Promise of Reversible Computing’, ACM TechNews,
‘The Zero Power Proposition of Reversible Computing’, inside HPC- HPC news for supercomputing professionals.

Reversible Logic Computers Would Waste No Energy’, in Softpedia News
‘Reversible Computing Gets Rid of Computer's Garbage’, New Scientist Magazine

Multibit error correction is a step towards practical reversible computing.

Education World Online Article

2011-02-18T17:53:00.000+05:30

Kolkata-based Gaurav Tekriwal (30) is a man with a mission. He is hell-bent upon abolishing the fear of mathematics (aka maths phobia), ubiquitous in school and college students. A numbers and calculus wizard in his own right, this finance postgrad of the University of Calcutta and certified chartered financial analyst believes that maths phobia can be reversed into zeal for this “exact and stimulating science”.

According to Tekriwal, this mental and psychological miracle is possible through the study of Vedic mathematics. This ancient and time-tested system enables a learner to make mathematical calculations 10-15 times — 1,500 percent — faster than in normal mathematics. “The sutras of this mathematics system are easy to understand, apply, remember and develop the left and right sides of the brain by increasing visualisation and concentration abilities. Most importantly, Vedic maths is fun to learn. It dispels maths phobia which millions of students suffer from because they’ve been taught this joyful science the wrong way,” explains Tekriwal.

Founder president of the Kolkata-based Vedic Maths Forum India (VMFI), a full-time Vedic maths educator and motivational speaker, Tekriwal decided to be an entrepreneur ab initio. “When I was preparing for my MBA entrance exams in 1998, I came across Vedic maths which was a quicker way to do calculations. I was blown away by its potency and spellbound by its sheer simplicity and ease and shared it with a few friends. Later a workshop I conducted got rave reviews in the press and prompted invitations from schools where I organised Vedic maths learning sessions. It was at this point that I decided to transform my passion for maths into a career. I learnt from several Vedic maths masters including the current Shankaracharya of Puri and Shakuntala Devi for four years. In 1998, I decided to set up VMFI with a capital investment of Rs.25,000,” he recalls.

Since then VMFI which currently has a full and part-time faculty of 200 has expanded its footprint in India, and in several countries including the US, UK, South Africa and Malaysia where it has trained over 600,000 students in workshops and online tutorial classes. “Our growth strategy is to work with education ministries of state governments in India and national governments abroad. Most of them are looking for alternative pedagogies to make maths learning easier for their students. Therefore there are huge domestic and foreign markets for Vedic maths,” says Tekriwal.

Way to go!

Baishali Mukherjee (Kolkata)

Source: Young Achievers, Education world Online

Subtraction King

2011-02-18T15:19:00.000+05:30

He is faster than a calculator. Give him two 500-digit numbers in two rows and he can subtract the second from the first in 200 seconds flat. Meet 50-year-old Viraf Daruwala (Nalladaru), Surat's 'man of subtraction', who is vying for a record in the Guinness Book of World Records.

A Parsi, Viraf is a former employee of Surat Electricity Company (SEC), now Torrent Power SEC. His passion for digits started on the job while he was reading electricity meters. Viraf developed the knack of subtracting big numbers without using a calculator. He began by subtracting five-digit numbers in just two-and-a-half seconds.

In 2005, his unique subtraction feat got him an entry in the Limca Book of Records for subtracting 60-digit numbers in 30 seconds flat. Since then he is trying hard for the honour in the Guinness Book of World Records.

Bawaji, as he is known, belongs to a middle-class family, and works as a private electrician. However, most of his time is spent on digits. "Those who know me call me 'a man of subtraction'. I am specially called in the birthday parties by our community members, wherein I am asked to perform the game of subtraction for entertaining the kids," Viraf said.

It was after some suggestions from his friends that Viraf started surfing the net to check whether there were any world records in 'his field of subtraction'. His long search led him to one Shakuntala Devi, who has set a record for multiplication and addition.

"I wanted to do something different. Subtracting 5 from 2 is simple. But it becomes difficult to subtract 2 from 5 and that too when you have 500 such digits in two rows,'' Viraf said.

Viraf is likely to be called by the Guinness Book record management team to perform the feat in the presence of experts in the next few weeks. "I am eagerly waiting to visit the Guinness World Record bureau in the UK. I will be the first to perform from Surat to hold the record and I am feeling very proud," Viraf added.

The Vedic Maths Forum India wants to encourage Viraf and other students for a feat in Subtraction. This feat can be easily done with the help of Vedic Mathematics Sutra " All from 9 and Last from 10".

Money for Math Dummies Won’t Guarantee Einsteins: Bloomberg

2011-02-01T00:35:00.000+05:30

Barack Obama

U.S. presidents are always yammering about the need to “invest in education” to prepare our children to compete in the 21st century.

Barack Obama succumbed to the temptation last week in front of a huge, attentive audience for his State of the Union address. The president told the American people every child deserves a chance at an education. He said we have to “win the race to educate our kids.” And he reminded us that the quality of math and science education in the U.S. “lags behind many other nations.”

"Math Monkey" Chain Files For Bankruptcy

2011-01-24T04:13:00.001+05:30

A Southern Nevada company that sold "Math Monkey Knowledge Centers" educational franchises nationwide has filed for Chapter 7 bankruptcy liquidation.

Mobius Mathematics LLC of Henderson, headed by "Chief Chimp" Carl Emery and Maia Emery, filed for bankruptcy on Friday in U.S. Bankruptcy Court for Nevada. It listed assets of about $11,000 and liabilities of about $69,000.

The company owns "Math Monkey" and "Grab Math By The Tail" trademarks and has eight franchise agreements. The value of those assets is listed as unknown and their fate will be determined by the bankruptcy trustee overseeing the case.

Franchise agreements listed in the filing are for Math Monkey of Lake Mary in Florida, Math Monkey of Irvine in California; Math Monkey of West Monmouth in Aberdeen, N.J.; Math Monkey of Powell in Ohio; Math Monkey of Suwanee in Georgia; Math Monkey of Pinecrest in Miami; Math Monkey of Leawood in Kansas and Math Monkey of Solon in Ohio.

The filing listed income for Mobius in 2009 of about $133,000 and in 2010 of about $71,000.

Robert Atkinson of Kupperlin Law Group LLC, attorney for Mobius, attributed the Chapter 7 filing to cash flow problems for Mobius.The company had pitched Math Monkey as "an academic enrichment program designed for highly motivated learners whose parents understand the importance of math excellence."

The company said it created a curriculum that boosts logic, reasoning and critical thinking skills so students can reach their full potential. Last summer, it had offered franchises with startup costs ranging from $84,000 to $151,500.

Source: Las Vegas Sun Atlanta News

A Word of Caution to Investors,Students,Parents and Teachers

The Vedic Maths Forum India wishes to caution investors who see "Vedic Maths' as a quick money making opportunity. We would like to caution investors to refrain from buying franchise's from companies who offer "Vedic Math" franchise. The Franchise System does not work with Vedic Maths and there have been more investors who have lost money in the deal across the globe. This upsets students and parents who have invested their trust and their money to gain a competitive edge in Math.

Vedic Maths is a system to make Maths easier and there is a different delicate approach required with it. A Business just like a tree takes time to develop and nurture. Dealing with children require patience. Therefore Vedic Maths needs to be integrated with the Academia to show its true results.

We would like parents,students and teachers to exert a word of caution while dealing financially with similar Chain of Franchise's. If you have questions relating to Investment in Vedic Mathematics we would be happy to answer them. Please email gtekriwal@vedicmathsindia.org

Celebrating Maths

2011-01-22T17:52:00.001+05:30

The British Council is conducting a series of events for its Celebrating Maths theme.

As part of the events The Vedic Maths Forum India will be conducting a Quiz called Maths Wizards for Classes 4 and 5 on 28th January 2011. Thereafter a Vedic Maths Workshop with a Quiz for Classes 6-8 has been organized for the final day in March 2011.

Vedic Mathematics Lesson 56: Auxiliary Fractions 5

2011-01-11T07:48:00.003+05:30

I have posted a new lesson on auxiliary fractions as used in Vedic Mathematics on my blog. This post deals with the use of the auxiliary fraction methodology to find answers to division problems in which the denominator is not a series of zeroes followed by a 1, but instead, is a series of zeroes followed by some number close to 1.

The post explains the methodology and then uses the methodology to work out a couple of examples. Possible complications that one may encounter when using the methodology are outlined, and techniques to overcome these complications are provided. Hope you find it useful and informative.

At A Time Of Beginning, A Conclusion

2011-01-02T06:09:00.004+05:30

I would like to quote here from the conclusion of Shakuntala Devi's book "Figuring: The Joy of Numbers," a book which aroused my life-long passion for mathematics.

In this chapter, she explains what drives the kinds of people who fall in love with mathematics.

"Mathematical discoveries, like all others, may come from the need to solve practical problems. But a more important motive is the pure delight some individuals take in invention and discovery.

"A mathematician tries to extend his powers. He knows a trick which allows him to solve one sort of problem - but might there not be other sorts that can be solved in the same way? He tries to find out how his tricks work, to group problems in families, to classify them. When a new problem comes up he will often be able to see immediately what family it belongs to, and what methods are likely to solve it.

"In this book I have tried to arouse this active state of mind, to encourage mental adventurousness.

"If my readers have come to share this feeling for the subject my objective has been attained."

This sums up my own motivation - not only to continue to study mathematics myself, but also to spread the word to others. People have lived in fear of maths for far too long; it is time to do something to awaken the curiosity and passion for maths in a new generation of people.

After all, they are the ones who will continue what we have begun, when we are no more.

2011 - A Prime Year

2011-01-02T01:32:00.003+05:30

This year, 2011, has at least two special properties as a number.

First of all, 2011 is a prime number.

Second, 2011 is the sum of 11 consecutive prime numbers:-

2011=157+163+167+173+179+181+191+193+197+199+211

It is also, separately, the sum of three consecutive primes:-

2011=661+673+677

I have been away for a time, but I have kept on studying VM during this time. 2011 promises to be a very interesting year for me, and VM will feature very strongly - both as a topic I am studying and as something I shall be looking to promote.

Have a peaceful 2011, everybody!

Vedic Mathematics Lesson 55: Auxiliary Fractions 4

2011-01-02T00:22:00.003+05:30

A very happy and prosperous New Year to every one of you!

It has been a while since I have posted a lesson on Vedic Mathematics on my blog. I decided to start the new year off with a brand new post on Auxiliary Fractions. You can read the entire lesson on my blog. Hope you find the Vedic Mathematics lessons on my blog useful! Thank you for reading, and wish you all a very happy new year once again!!

Special New Year Offer on Vedic Maths DVD

2010-12-27T22:20:00.000+05:30

Greetings for the Festive Season.

Its that time of the year again when we all want to Gift our near and dear ones and make them feel special.

What better way to do this than by the 8 DVD Set on High Speed Vedic Mathematics which offers a revolutionary way to speed up Math Calculations from Ancient India.

This 8 DVD set which has content of over 17 hours is available to you at a never before price for a limited time at a Special Saving of 50%. Which means this costs you now only US $ 75 instead of our earlier price of US $ 150.

You can avail of this Special Offer by going to this link and paying by your Credit Card.

http://alturl.com/krsm8

All orders are shipped in 1 day's time and would reach you by International Courier UBX, UPS,FEDEX or DHL In 3-4 days time.

We hope that we are able to add to your New Year Cheer by this offer.

Wishing you loads of prosperity, abundance, success and a radiant health this new year.

Thanking you
Gaurav Tekriwal
President
The Vedic Maths Forum India
www.vedicmathsindia.org

Srinivasa Ramanujan - Great Indian Mathematical Genius

2010-12-21T21:28:00.000+05:30

Srīnivāsa Rāmānujam, better known as Srinivasa Iyengar Ramanujan (22 December 1887 – 26 April 1920) was an Indian mathematician and autodidact who, with almost no formal training in pure mathematics, made substantial contributions to mathematical analysis, number theory, infinite series and continued fractions. Ramanujan's talent was said, by the prominent English mathematician G.H. Hardy, to be in the same league as legendary mathematicians such as Euler, Gauss, Newton and Archimedes.

Born in Erode, Tamil Nadu, India, Ramanujan first encountered formal mathematics at age 10. He demonstrated a natural ability, and was given books on advanced trigonometry written by S. L. Loney. He had mastered them by age 12, and even discovered theorems of his own. He demonstrated unusual mathematical skills at school, winning accolades and awards. By 17, Ramanujan conducted his own mathematical research on Bernoulli numbers and the Euler–Mascheroni constant. He received a scholarship to study at Government College in Kumbakonam, but lost it when he failed his non-mathematical coursework. He joined another college to pursue independent mathematical research, working as a clerk in the Accountant-General's office at the Madras Port Trust Office to support himself. In 1912–1913, he sent samples of his theorems to three academics at the University of Cambridge. Only G. H. Hardy recognized the brilliance of his work, subsequently inviting Ramanujan to visit and work with him at Cambridge. He became a Fellow of the Royal Society and a Fellow of Trinity College, Cambridge, dying of illness, malnutrition and possibly liver infection in 1920 at the age of 32.

During his short lifetime, Ramanujan independently compiled nearly 3900 results (mostly identities and equations).Although a small number of these results were actually false and some were already known, most of his claims have now been proven correct. He stated results that were both original and highly unconventional, such as the Ramanujan prime and the Ramanujan theta function, and these have inspired a vast amount of further research.However, some of his major discoveries have been rather slow to enter the mathematical mainstream. Recently, Ramanujan's formulae have found applications in crystallography and string theory. The Ramanujan Journal, an international publication, was launched to publish work in all areas of mathematics influenced by his work.

http://en.wikipedia.org/wiki/Srinivasa_Ramanujan

Students' ignorance of basic maths is sum of all our fears!

2010-12-13T18:19:00.000+05:30

LAST week Ireland's educational image took another battering in the Performance International Student Assessment (PISA) 2009, a three-yearly global league table from the OECD. Ireland's scores in maths dipped since the last survey, from 16th to 25th among the 34 OECD countries.

Our country's plummeting aptitude with numbers not only permeates our school system right up to university level, but also is apparent in Government circles. Last week's Budget could be seen as a consequence of a government with a history of being either unable or unwilling to do some basic arithmetic.

Maybe it's time for all of our school maths textbooks to have their examples updated. Instead of problems involving euro and cent, we'll have ones involving billions of euro. Problems like: "What's the compound interest on €85bn over seven-and-a-half years at 5.83 per cent interest?" Or how about: "Brian buys a bank for €1bn and sells it for 6 cent. Calculate the percentage loss."

Last February, the Engineers Ireland Report on mathematics education at second level identified a trend over the last 10 years towards learning things off by heart as being at the root of our deteriorating maths standards. "Engineers Ireland is concerned at the extent to which 'rote learning' is a teaching mechanism at second level for mathematical subjects rather than 'learning by understanding'."

As a maths teacher, I subscribe to the credo that if you don't understand it, don't bother learning it. Or at least find someone to try to explain it to you first before committing it to memory.I've been fortunate in having had a succession of brilliant maths teachers, none more so than Dr Sara McMurry, whom I encountered during my physics degree in Trinity. Sara taught me most of the "difficult" maths-heavy courses such as quantum mechanics. She has the rare ability of being able to effortlessly carve through mathematical jungles, rendering them comprehensible to the diligent student.

Her latest textbook, Maths as a Language, has just been launched. Dr McMurry was prompted to write Maths as a Language after her increasingly frustrating experience of trying to teach surprisingly basic concepts to aspiring first-year physicists. Sara recognised a need for a book that explains simple, yet crucial, maths concepts that have been neglected, buried or mishandled by the secondary school system.

The maths teacher in me was itching to ask Sara which concepts in particular were causing grief to modern undergraduates. I still labour under the notion that you have to love maths, or at least to be very comfortable with it, in order to study physics.\She said: "Well, let's see, of course there's total confusion with sines and cosines and how to deal with powers, but you can more or less expect that nowadays. It's when it gets down to the level of plotting graphs of straight lines and quadratic functions or an inability to manipulate basic algebraic expressions that it becomes more worrying."

But all of that stuff is on the Junior Cert, I protested. Surely most kids in the country can draw the U-shaped graph of the quadratic function?Sara explained to me that those students had certainly learned to draw quadratic graphs in school, but it was quickly forgotten by the time they got to college.

The plummeting standards get worse. Basic arithmetic has become a problem for some of today's science students. "We're not talking about adding and subtracting?" I asked, getting a bit panicked. "Well, yes. Not only have students become overly reliant on their calculators, but they blindly trust them without thinking whether the results they present are sensible."

Sara noticed that it was taking students several minutes to do simple calculations that similar groups could perform in seconds a few years previously. One day she asked her students how many of them counted their change after they had bought something. Not one did. That particular Celtic Tiger habit may well change post-Budget.

Sara told me another story that illustrates the problem. One summer she was helping a first-year student to pass his re-sits. The student was frustrated trying to remember everything. Sara taught him how to solve problems by actually thinking about them, a process which came as a complete revelation to him. "It never struck him that it was possible to work things out!"

'Maths as a Language' is available at the library bookshop in TCD or through www.physics.tcd.ie/books

Source: Sunday Independent http://www.independent.ie/opinion/analysis/students-ignorance-of-basic-maths-is-sum-of-all-our-fears-2457748.html

In Memoriam: Sri Sri Daya Mata

2010-12-03T16:24:00.000+05:30

Sri Daya Mata, who for more than five decades was the leader of one of the most influential Hindu groups in the United States and an ardent advocate of the healing power of meditation, died on Tuesday at the group’s retreat for nuns in Los Angeles. She was 96.

On December 1, 2010, [IST] our beloved Sri Sri Daya Mata, President of Yogoda Satsanga Society of India/Self-Realization Fellowship founded by Paramhansa Yogananda, peacefully left her mortal form. Her life, so radiant with the light and love of God, has joined the vast ocean of His omnipresent love.


Tirthaji at Self Realization fellowship

Sri Daya Mata was instrumental in the United States tour in 1958 of His Holiness Jagadguru Bharati Krishna Tirthaji Maharaja - the founder of Vedic Mathematics. She arranged for His Holiness's talks on Vedic Mathematics at Caltech, San Diego College, Stanford among others and was instrumental in bringing a Shankaracharya to the West for the First time ever.

The discourses of His Holiness were recorded painfully by Sri Daya Mata and was published in a book titled 'Vedic Metaphysics'. She also contributed to the biography of Tirthaji by T.N.Pande.

Smt Daya Mata at the feet of Tirthaji in Los Angeles.

The Self-Realization Fellowship was founded in 1920 by the Indian yoga master Paramahansa Yogananda soon after he arrived in the United States as a delegate to the International Congress of Religious Liberals in Boston. He became well known as the author of “Autobiography of a Yogi,” which was first published in 1946.

We at The Vedic Maths Forum India pay our deep respects to Smt Daya Mata and remember her in our thoughts and prayers.

First CEP Workshop on Math Modeling Theory and practices

2010-11-29T13:34:00.000+05:30

First CEP Workshop on Math Modeling Theory and practices

December 17 – 19, 2010

Indian Institute of Technology, Bombay
Powai, Mumbai - 400 076.

It is well-known that any scientific investigation / study require one or more branches of mathematics. Over the past few years, almost every subject has started utilizing mathematical tools, as mathematics gives a precise way of formulating and analysing a problem to make logical conclusions. Mathematical modelling is the means by which mathematics becomes useful to virtually any subject. Inclusion of math modelling in regular teaching not only gives students an opportunity to relate abstract concepts with real life problems, it also promotes collaborative enquiry and experimentation work, and discussion about math concepts.

GOALS
Since "teachers teach as they have been taught," the workshop is designed to

·Introduce Modelling Instruction and equip science teachers to enhance and expand student interest in learning as they develop a practical, conceptual understanding.

·Prepare teachers to implement Modelling Instruction pedagogy and materials into their classroom, by giving them the theory and practice inputs.

WHO WILL BENEFIT
Science and Math teachers at secondary/Sr. Secondary level at schools and junior colleges.
All the participants will be given a Participation Certificate by IIT Bombay.

COURSE CONTENTS

Mathematical modeling is a subject without boundaries. Not only one needs to know the mathematical concepts, also the techniques and tools need for the processes. The workshop will have two components: Theory and practice. In the theory part we intend to discuss Curve Fitting, Empirical modeling, Discrete Dynamical systems, modeling based on differential equations, and simulations. Practice sessions will have hands on sessions with technological tools: Modeling using calculators, modeling using Microsoft Excel, and modeling using the computer algebra system MAPLE (No prior knowledge of MAPLE is needed)

DAILY PROGRAMME

Theory lectures of 90 minutes each in the morning sessions and hands on practice sessions of 90 minutes each every day between 9.30am – 5.30pm.

Contact
Dr. Inder K. Rana
Professor
Department of Mathematics
Indian Institute of Technology, Powai
Mumbai 400076, India
Phone: 091-022-25767462

International Conference on Vedic Sciences - Pictures

2010-11-29T12:25:00.000+05:30

The Session headed by The Current Shankaracharya

His Holiness The Current Shankaracharya of Puri

Media Highlights on the Conference

Prof.Unkalkar with eminent colleague at the Conference

Press the next day

Images from the recently held International Conference on Vedic Sciences & its Applications at Raipur. The Keynote address at the event was given by the His Holiness The Current Shankaracharya of Puri who stressed on the importance of Vedic Mathematics and Vedic Studies. Prof. V.G.Unkalkar gave a presentation on 'Divisibility' at the conference which was received with much attention.

Happy Thanksgiving!

2010-11-25T20:10:00.000+05:30

Wishing you all the season's happiness this heartfelt wish can bring!
Happy Thanksgiving!"

Improve your maths to get rich!

2010-11-25T19:05:00.000+05:30

Head for maths ... leave financial decisions to the most numerate member of the household.

If you're OK at maths, you're more likely to be well off.

That's the conclusion of a study by the US think tank Rand Corp, which found that couples who scored well on a short test of math skills accumulated more wealth by middle age than couples who scored poorly.

Researchers found that when both spouses correctly answered three math questions, family wealth averaged $US1.7 million ($1.72 million). That compared with $US200,000 ($202,531) for households where neither spouse answered any question correctly.

Household wealth increased sharply as scores of either the husband or wife rose, the study said .The study found "a simple test that checks a person's numeracy skills was a good predictor of who would be a better family financial decision maker", said James Smith, distinguished chair in labour markets and demographic studies at Rand and co-author of the study.

Choosing the wrong person as a family's primary financial decision maker can have negative consequences, researchers found."While families choose the less-numerate spouse less than 20 per cent of the time, when this does happen, total household wealth is lower," the study said.

The study relied on a sample of married couples from the Health and Retirement Study, a national survey of Americans at least 50 years old that is funded by the National Institute on Ageing.Skills needed to make successful investment choices are among the most cognitively demanding that a family has to make, especially as people age and assume greater control of decisions about their wealth, pensions and health care, Rand said.

The study also examined the impact that memory, mental status and other cognitive skills may have on household finances, finding that they had far less influence than maths skills.

Among other findings:

- As the maths score of each spouse rose, the per cent of a family's portfolio held in stocks rose.

- A man was the financial decision maker in 62 per cent of the households studied.

- Even when a husband scored zero (out of a possible three points) in his numeracy test, there essentially was a 50-50 chance that he was the financial decision maker. The male bias was smaller among younger couples in the study's 50-and-up age group.

Source: http://www.smh.com.au/lifestyle/lifematters/improve-your-maths-to-get-rich-20101124-186a6.html

Number Crunch

2010-11-19T05:14:00.000+05:30

Students welcome Vedic Maths as it makes the subject easy and comprehensive.

Source: The Bengal Post 18th November 2010

Learn maths to boost the economy, scientist advises

2010-11-19T05:09:00.000+05:30

Britons should improve their understanding of mathematics in order to boost the economy and stimulate growth, and stimulate growth.

A report by the Organisation for Economic Co-operation (OECD) has found that a country's general competence in the subject is a major component in its economic success.

The level of mathematical knowledge among the general population was found to have a direct relation to Gross Domestic Product.

Prof Brian Butterworth, an Emeritus professor from the Centre of Educational Neuroscience at UCL, said that if the least able section of the population brushed up on their maths they would contribute significantly to the British economy.

He said: "It's not just raising the overall level that helps.

"If you just get the lowest 10 or 11 per cent – the percentage of our population that fails to reach the OECD minimum standard at 15 – to the minimum level this will increase GDP growth by 0.44 per cent per annum.

"It might not sound like much but actually over the years this creates an enormous improvement in GDP for the country."

He told BBC Radio 4 Today programme: "The UK is not very good at maths. We are about average looking at all OECD countries. So, we are significantly worse than Canada and Australia and much worse than China and Japan although we are a bit better than Germany and significantly better than the United States."

"We know from a recent OECD report that maths ability in the population is correlated with GDP growth. So the better at maths the country is the better their GDP growth."

Prof Butterworth said that maths is particularly important in terms of GDP but that science also had an impact.

Source: http://www.telegraph.co.uk/education/educationnews/8142249/Learn-maths-to-boost-the-economy-scientist-advises.html

We are Hiring! Job Opportunities

2010-11-17T02:24:00.000+05:30

There are vacancies for teachers who are proficient in Mathematics. Candidates who have a flair for Mathematics and who want to build their career in Mathematics, are who we are looking for.

Candidates having a degree of comfort level with computers, internet will be preferred. Math teachers who are currently working in schools who wish to work part-time are invited from across India. Both Full Time and part time positions are available.

Pay as per industry standards.

Please send your CV to gtekriwal@vedicmathsindia.org

US team lauds maths teaching in India

2010-11-15T17:42:00.000+05:30

JAIPUR: An American delegation, comprising 32 mathematicians from various educational institutions, visited Subodh Public School on Saturday. John W Lot, director, Centre for Excellence, University of Mississippi, in his keynote address said the methods and methodology used in India for teaching mathematics is far superior to the US. The delegation discussed the mathematics curriculum, CCE pattern and various activities in related to teaching and learning of mathematics.

At the interactive session, the delegates discussed the methods making maths more interesting. The also appreciated the reasons school teachers here teach Vedic and commercial maths to students besides geometry in smart classrooms.

The delegation commented there was a lot of interest in Indian mathematics across the globe. They admitted that a sizable number of US nationals opting for mathematics as a career are of Indian origin. "The maths curricula adopted in Indian schools is very effective and sound than US," added Lot.

They also interacted with students and found them intelligent when it comes to basics of maths. Bela Joshi, principal, Subodh School, said, "The found maths laboratory very interesting and innovative."

Read more: US team lauds maths teaching in India - The Times of India http://timesofindia.indiatimes.com/city/jaipur/US-team-lauds-maths-teaching-in-India/articleshow/6922212.cms#ixzz15Ltdb76m

Weak at maths? Try zapping your brain!

2010-11-13T03:29:00.000+05:30

London, Nov 5 (IANS) Jolting the brain with an electric current can make it good or bad with numbers, depending on the spot where it is applied, study shows.

Oxford University and University College London students agreed to having a current passed through their brain while they did numerical tests.

Passing the current one way through the brain made the students better with figures - and the effect lasted for up to six months, according to the Daily Mail.

But running the current the other way made them dramatically worse, reports the journal Current Biology.

'The opposite configuration led to under-performance, comparable to that observed in young children or in indigenous tribes with rudimentary numerical skills,' researchers said.

The aim was to find out if it was possible to shock the mind into becoming better at maths, leading to new treatments for dyscalculia, or 'number blindness,' the mathematical equivalent of dyslexia.

Experts said that the ability to 'turn up' and 'turn down' parts of the brain at will open the door to treating a range of problems, from dyscalculia to stroke-related visual damage.

But they cautioned that it is not entirely clear how the current affects the brain. And they questioned whether those given the 'reverse' current were 'still abnormal' months later.

These findings are based on experiments with group of students aged 20 and 21, who were given two mathematical puzzles almost daily for a week.

Cohen Kadosh, from University College London, said: 'We are not advising people to go around giving themselves electric shocks, but we are extremely excited by the potential of our findings and are now looking into the underlying brain changes.'

Source: http://sify.com/news/weak-at-maths-try-zapping-your-brain-news-international-klfoEobcgec.html

Wanted: quality Maths teachers

2010-11-13T03:24:00.000+05:30

BANGALORE: Engineering colleges in Bangalore, metros, Tier II and III cities across the country are facing a serious shortage of high-quality mathematics teachers and PhDs to take teaching and research to global standards.

The assessment comes from IISc professor and researcher in mathematics for over three decades Govindan Rangarajan who took stock of the status of mathematics in universities and colleges in India post-the World Congress of Mathematics held in Hyderabad recently. This stock-taking after a major event like the congress is crucial to understand areas where improvements need to be undertaken.

Rangarajan, who has been actively calling for more interest in mathematics by students, was involved in the mathematics congress. He spoke to TOI about what India lacked in maths and what needed to be done urgently.

"The main challenge facing most research institutions and universities is the lack of maths faculty who can perform world-class research and teaching," says Rangarajan.

"The same situation is faced by the multitude of engineering colleges stymied by the lack of good maths teachers. And these colleges are typically not worried about research."

An even greater challenge, says Rangarajan, "is the serious lack of research mathematicians working on applied and industrial problems. There is a crying need for such persons".

Rangarajan says: "There are enough research grants available for mathematics research. What is lacking is the student input. To motivate more students to get into mathematics, special fellowships that provide a higher amount of stipend should be given to outstanding mathematics PhD students."

He says there are plenty of jobs available for mathematics PhDs. "But parents and students are not aware about this. Their awareness needs to be increased. If youngsters pursue a PhD in mathematics, they can look forward to working on interesting problems rather than routine work, and a satisfying career later."

Maths is taking new turns leading to more openings. "Mathematics is playing an ever increasing role in inter-disciplinary terms. Mathematics always played a major role in physics. But now it is playing an important role even in biology which is ironical, since many students take up biology because they do not like maths! And maths plays a critical role in all engineering sciences," says Rangarajan.

The maths-industry connection too is very strong especially in the developed world. This could perhaps be one of the biggest incentives for students to take to maths. Financial services companies, data mining companies and research labs like those belonging to Microsoft, Google, Yahoo, GE and GM all rely heavily on maths. In India, this connection needs to be strengthened. Many objects we use every day in our lives like mobile phones, DVD players, credit cards also make heavy use of advanced mathematics in their operation.

Read more: Wanted: quality maths teachers, PhDs - The Times of India http://timesofindia.indiatimes.com/city/bangalore/Wanted-quality-maths-teachers-PhDs/articleshow/6765951.cms#ixzz156jCdvvM

International Conference on Vedic Sciences and its Applications 2010

2010-11-13T02:57:00.000+05:30

Chhattisgarh Vigyan Bharti and Akhil Bhartiya Peeth Parishad,Puri have immense pleasure in extending a warm invitation to the INTERNATIONAL CONFERENCE ON VEDIC SCIENCE & ITS APPLICATIONS (ICVSA 2010) scheduled to be held in Raipur ,Chhattisgarh,India during 20-21 November, 2010.

It’s a comprehensive scientific programme covering all aspects of Vedic Science. A concerted effort will be made to harmonize all the activities required for promotion of Vedic Science.We are confident that the conference will provide an opportunity to update knowledge in different aspects of Vedic Science.

The Conference aims at bringing together persons having academic interest in diverse areas of Vedic Studies. These will include scholars, academics, authors, writers, journalists, media-persons, artists, etc., and of course the common man interested in past, present and future of Indian / Vedic Studies.

The time has come for the scientific community to collaborate with Vedic and Sanskrit scholars and establish a correlation between Science and Traditional system. The Vedic mantras and our ancient Sanskrit scriptures have to be decoded into comprehensible scientific parlance. The theme of this Inter national conference is for establishing such a synergy between Science and Vedas for the welfare of humanity at large.

Poster sessions, special sessions focused on Vedic sciences and research, youth committee presentations, Hindu temples presentations, Non-roman script Digital technologies for web representation and online education of Vedic studies, Audio-visual exhibits, Practical Vedic religious performances and learning workshop, exhibits and book-shops are other interesting parts of the conference.

The Current Shankaracharya of Puri His Holiness Jagadguru Swami Nishchalanand Ji Maharaj will be delivering the keynote address and will be emphasizing the importance and benefits of Vedic Mathematics. The function will be attended by The Vedic Maths Forum India delegates who will also be presenting papers in the field.

Contact
Dr.B.P.Tripathi
Organizing Secretary
International Conference on VEDIC
Science & its Applications (ICVSA 2010)
Raipur(C.G.) INDIA.
Phone: +91 771 2262711
Mob : +91 94252 07511
Fax: +91 771 4019283
E mail : icvsa2010@gmail.com
bhanu.tripathi@yahoo.co.in

Diwali Greetings!

2010-11-04T02:59:00.000+05:30

"Wishing each one of you a very Happy and Prosperous Deepawali. May this year brings you lots and lots of happiness in life and fulfill all your dreams."

As the candlelight flame,
Ur life may always be happiness' claim;
As the mountain high,
U move without sigh;
like the white linen flair,
Purity is always an affair;
As sunshine creates morning glory,
fragrance fills years as flory;
with the immaculate eternal smile,
attached to u mile after mile;
All darkness is far away,
As light is on its way
Wish all of u a very Happy Diwali!

Presenting to all of you a new look of our Vedic Maths India Blog! Click here to check it out! Thankyou!

Vedic Maths Workshop at Aligarh Muslim University

2010-10-18T20:39:00.001+05:30

Aligarh: Zakir Husain College of Engineering and Technology at the Aligarh Muslim University (AMU) organized "TAAMEER - 2010", the biggest tech fest in the history of AMU. Over five hundred students participated in the fest from different colleges and universities from across the country.

Students from Birla Institute of Technology (BIT) Mesra, Jamia Millia Islamia, Maulana Azad National Institute of Technology, Punjab Engineering College, Integral University, Galgotia Group of Institution, Karunya University, Kerala and AMU participated in the National level tech fest.

Faculty of Engineering and Technology Dean S. M. A. Rizvi in his address congratulated the teachers and students for organizing the national level grand tech fest.

Principal Ekram Husain of the Zakir Husain College of Engineering and Technology congratulated the teachers, staff and students and said such events should be organized at all departments of college.

The Workshop on Vedic Mathematics organized by S. M. Asjad, and Mohd. Zain Alam Zaidi proved to be a very interesting programme, which was attended by more than 200 Students. The Workshop was conducted by Muhammad Faisal. who is a Guinness Record Holder in Memory and who promotes Vedic Mathematics in colleges and universities. Muhammad Faisal is an active associate of The Vedic Maths Forum India and also runs M.F.Academy.

The programme was featured by the distribution of Merit Certificates and Trophies to the students.

Article in Financial Chronicle on the Issue

2010-10-07T00:51:00.001+05:30

Dear Friends,

I would like to thankyou for the love that you have shown to Vedic Mathematics over the course of the last month. Financial Chronicle published an Editorial today on the issue.

It is attached below for your kind reference. ( click to enlarge)

Thanking you

Ekhadikena Purvena in Hexadecimal

2010-10-04T22:36:00.002+05:30

Anyone who's handled machine code, picked out an RGB colour for a graphic or played Traveller will know about hexadecimal (base-16) numbers.

The decimal system is based on the number 10. It uses 10 digits - 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9. Hexadecimal is base 16, and it uses 16 digits - 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 as before, but then A = 10, B - 11, C = 12, D = 13, E = 14, F = 15.

Hex numbers look strange - 30 = 48; 1666 in decimal = 682 in hexadecimal; you get numbers like 2B0CC9 (2821321 in decimal), but they are valid numbers - and you can perform Vedic mathematical calculations on them just as easily as decimals.

An example of a common Vadic procedure - squaring a number that ends in 5 by means of Ekhadikena Purvena. In the case of hexadecimal, the units digit which has the same effect as 5 is 8. The calculations are made the same way: multiply the tens digit by one more than the one before, and add the square of the units digit - in this case, 40 (64 in decimal):

28² = 640

38² = C40

98² = 5A40

What you're doing here is multiplying 9 by the next highest digit, A (10). This yields 90, which in hexadecimal is 5A ((5 x 16) + 10).

A8² = 6E40

C8² = 9C40

F8² = F040

and so on.

This works for multiplications of the other type described in the previous post, where you are multiplying two numbers whose units digit complement one another. In this case, the pairings are 16s complements, and their digit products in hexadecimal are:-

8 x 8 = 40
7 x 9 = 3F
6 x A = 3C
5 x B = 37
4 x C = 30
3 x D = 27
2 x E = 1C
1 x F = 0F

Compare with the decimal equivalents:-

5 x 5 = 25
4 x 6 = 24
3 x 7 = 21
2 x 8 = 16
1 x 9 = 09

Let's see some examples of this in action:-

27 x 29 = 63F

31 x 3F = C0F

42 x 4E = 141C

54 x 5C = 1E30

93 x 9D = 5A27

95 x 9B = 5A37

A1 x AF = 6E0F

D7 x D9 = B63F

F6 x FA = F03C

F5 x FB = F037

The sutra Ehadikena Purvena (By one more than the one before) works regardless of the bases, and demonstrates how truly versatile Vedic Mathematics can be.