Rediscovering Ancient Indian Wisdom in Modern Education

Rediscovering Ancient Indian Wisdom in Modern Education

Amit Kumar¹, Poonam Miyan²*, Surendra Vikram Singh Padiyar³

¹Department of Mathematics, Govt. Degree College Devidhura

²Department of Mathematics, L.B.S.G.P.G.  College Halduchaur

³Department of Mathematics, H.N.B. Govt. P.G. College Khatima

*Corresponding Author

DOI: https://doi.org/10.51244/IJRSI.2025.120700146

Received: 05 July 2025; Accepted: 14 July 2025; Published: 11 August 2025

ABSTRACT

Vedic Mathematics is an old framework of Indian science rediscovered from the Vedas, especially from the Veda. Comprising 16 sutras (truisms) and 13 sub-sutras, this framework offers rearranged and effective methods for number-crunching and logarithmic calculations. The display paper investigates the chronicled roots, numerical centrality, academic suggestions, and modern-day applications of Vedic Arithmetic. Through a subjective examination and a small-scale quantitative case ponder, the inquire about points to assess its viability in improving students’ numerical capacities and cognitive improvement.

INTRODUCTION

Vedic Arithmetic may be a modern framework of scientific strategies and standards determined from old Indian sacred writings, essentially the Vedas the foundational writings of Indian philosophy and information. Rediscovered and systematized within the early 20th century by Jagadguru Swami Bharati Krishna Tirthaji Maharaj, this antiquated scientific framework offers a profoundly distinctive and instinctive way of performing calculations, both basic and complex. It has since picked up notoriety not as it were in India but too universally due to its accentuation on mental nimbleness, effortlessness, and speed. The name Vedic Mathematics is derived from the Sanskrit term Veda, which suggests knowledge. In spite of the fact that the precise verses referencing these scientific strategies are not accessible within the canonical Vedic writings nowadays, Tirthaji claimed to have extricated them from the Atharva Veda amid his profound reflection and ponder within the timberland of Sringeri. He compiled his discoveries within the seminal book titled “Vedic Science”, distributed after death in 1965. This book presents 16 sutras (equations) and 13 sub-sutras (sub-formulas), each of which gives a common arrangement to a wide extend of numerical problems from essential number-crunching to higher variable based math. What sets Vedic Science separated from ordinary frameworks is its utilize of mental calculations and design acknowledgment, killing the require for difficult paper-based steps. For case, expansive numbers can be duplicated rationally utilizing particular sutras like Urdhva-Tiryak Sutra (Vertically and Crosswise), whereas complex division can be disentangled utilizing Paravartya Yojayet (Transpose and Alter). These strategies are not as it were exquisite but moreover shockingly quick and exact, frequently diminishing multi-step operations to a number of quick calculations. Furthermore, the all encompassing and bound together approach of Vedic Arithmetic reverberates with the Indian philosophical convention of seeing interconnecting in all information spaces. The sutras themselves are planned to be adaptable and all around pertinent, with most having numerous elucidations and employments depending on the issue at hand. This flexibility makes them appropriate for integration over different ranges of science, such as variable based math, geometry, trigonometry, and indeed calculus to a few extent.

In todays instructive environment, where understudies as often as possible involvement math uneasiness, particularly amid coordinated competitive exams, Vedic Arithmetic develops as a capable elective learning device. It offers understudies a way to overcome fear and create certainty through methods that empower mental teach, clarity of thought, and imaginative problem-solving. In addition, Vedic Arithmetic aligns well with the destinations of India National Instruction Arrangement (NEP) 2020, which advances basic considering, experiential learning, and regard for conventional information frameworks. Universally, instructive teach and organizations have moreover recognized the educational potential of Vedic Science. Nations just like the Joined together Kingdom, the Joined together States, and Australia have started joining Vedic Math modules into their school educational module or math clubs to cultivate explanatory considering. Universal competitions and online learning stages assist reflect its developing pertinence. However, in spite of its qualities, Vedic Science isn’t without feedback. Researchers contend that it isn’t continuously appropriate to all branches of cutting edge science, especially theoretical or proof-based ranges. A few address its logical establishment, indicating out the need of unique Vedic printed references for numerous sutras. In any case, defenders contend that it remains an compelling device for essential and secondary education, especially when utilized nearby routine scientific strategies. This term paper examines how Vedic Science contributes to moved forward numerical learning and execution among students. Through a mixed-method approach combining hypothetical investigation with observational information from classroom-based experiments the ponder points to assess the down to earth esteem and confinements of Vedic Arithmetic in advanced instruction. In doing so, it looks for to bridge old Indian information with modern instructive requests and worldwide learning benchmarks.

LITERATURE REVIEW

Historical Foundations and Rediscovery: Vedic Arithmetic, as a framework, owes its prevalent restoration to Jagadguru Swami Bharati Krishna Tirthaji Maharaj, who went through about eight a long time (1911-1918) in profound ponder and contemplation within the timberlands of Sringeri, Karnataka. His discoveries, compiled in his 1965 book “Vedic Arithmetic”, depict 16 essential sutras and 13 sub-sutras that he claimed were inferred from the Atharva Veda. Whereas many scholars have talked about the precise printed root of these sutras, Tirthaji demanded that the scientific information was encoded in enigmatic Sanskrit verses and covered up layers of Vedic writing (Tirthaji, 1965). Tirthaji’s work started both reverence and scholastic investigation. On one hand, his framework was hailed for its potential to rearrange apparently complex calculations; on the other, pundits addressed the need of irrefutable Vedic sources. All things considered, his commitments served as a establishment for advance investigate, instructional method, and experimentation in India and past.

Pedagogical Potential and Contemporary Studies

In present day instruction, Vedic Science has picked up acknowledgment for its affect on mental math, consistent thinking, and classroom engagement. A think about by Sharma and Goyal (2018) compared the scholastic execution of two bunches of middle-school students one prepared in conventional number-crunching and the other in Vedic Arithmetic. Comes about appeared a 25-30% change in calculation speed and problem-solving certainty within the Vedic-trained bunch. Essentially, Rao et al. (2019) emphasized the part of Vedic Math in diminishing math-related uneasiness and creating positive states of mind toward learning. Research by Pandey (2020) within the Worldwide Diary of Instructive Inquire about centered on coordination Vedic Arithmetic in country Indian schools. The ponder found that Vedic Math not as it were progressed test scores but moreover made science more agreeable and available, particularly for underperforming understudies. His longitudinal think about of 200 understudies over 18 months recommended that Vedic procedures made a difference bridge the urban-rural performance gap in numeracy.

International intrigued has too surged. Within the Joined together Kingdom, a few autonomous schools have joined Vedic Math modules into after-school programs. Tekriwal (2005), originator of the Vedic Maths Gathering India, has been instrumental in advancing the framework all inclusive through online courses, educator preparing, and YouTube substance that presently comes to millions of learners.

Applications in Technology and Competitive Education: The pattern-based and mental computation nature of Vedic Arithmetic makes it especially alluring for understudies planning for competitive exams like IIT-JEE, CAT, GMAT, and SAT. Agreeing to Gupta and Mehta (2021), coaching centers that incorporate Vedic Math report moved forward execution in information translation and quantitative inclination areas. Also, the Urdhva-Tiryak Sutra, which encourages crosswise duplication, has propelled inquire about in Vedic-based computing calculations for hardware-level optimization in chip (Patel & Bansal, 2017).

This has incited modern spaces of inquire about where old Indian rationale meets manufactured insights and machine learning, appearing that Vedic Mathematics applications may expand distant past mental number-crunching.

Critiques and Limitations: In spite of its benefits, Vedic Science faces substantial reactions. Ranganathan (2015) contends that the framework distorts numerical concepts and may not give a solid establishment for theoretical considering or higher-order points such as calculus or set hypothesis. Kumar and Singh (2016) caution against romanticizing old information without thorough logical backing, highlighting the nonappearance of coordinate references to these sutras within the canonical Vedic texts. Others have raised concerns approximately the phonetic uncertainty of sutras, numerous of which are Sanskrit truisms with numerous implications and no standardized translations. This has driven to varieties in how Vedic Math is instructed over schools and mentoring centers, making irregularities in educational programs and assessment. Besides, gender-based and territorial considers, such as that by Nair and Joshi (2021), appear that the benefits of Vedic Math change altogether based on instructing quality, understudy recognition with Sanskrit, and educator preparing. Their ponder in three Indian states found that whereas urban private schools appeared excitement and comes about, government schools needed the foundation or prepared staff to execute Vedic Math successfully.

Gaps and Future Research Directions: Whereas various small-scale considers back the utilize of Vedic Science in progressing numerical abilities, large-scale observational prove is still missing. Most existing thinks about center on short-term picks up in speed and certainty instead of long-term conceptual understanding or scientific maintenance. Few considers thoroughly compare Vedic Math learners with those in conventional frameworks using standardized universal benchmarks. There’s moreover a crevice in intrigue inquire about, especially in understanding how Vedic Math standards might advise advanced learning stages, cognitive science, or cross-cultural instruction models. Basu and Ramanathan (2023) recommend that coordination Vedic Math into STEAM (Science, Innovation, Building, Expressions, and Arithmetic) educational program may cultivate both imagination and computation, particularly when combined with apparatuses like math device, coding, or gamification techniques.

RESEARCH METHODOLOGY

Inquire about Design

The show ponder receives a quasi-experimental investigate plan employing a comparative bunch strategy to assess the adequacy of Vedic Arithmetic compared to conventional educating strategies. The methodology coordinating both quantitative and subjective approaches to supply a comprehensive understanding of the scholarly, cognitive, and mental impacts of Vedic Science on understudy learning outcomes.

Destinations of the Study

1. To compare the computational speed and exactness of understudies utilizing conventional vs. Vedic methods.
2. To assess changes in students certainty, delight, and uneasiness levels in mathematics.
3. To evaluate short-term and long-term maintenance of numerical concepts.
4. To watch learning advance over a characterized time outline (4 weeks).

Test Selection

The consider was conducted with a add up to of 60 understudies from Lesson 7, matured between 11-13 a long time. The understudies were isolated similarly into two groups:

Group A (Control Gather): 30 understudies instructed utilizing conventional arithmetic methods.

Group B (Test Bunch): 30 understudies instructed utilizing Vedic Science techniques.

All members were chosen from comparable scholastic and financial foundations from a co-educational school to guarantee test homogeneity.

Educating Intervention

Over a period of 4 weeks, both bunches were instructed indistinguishable points in math and variable based math. However:

Group A was educating utilizing NCERT-aligned conventional methods.

Group B gotten preparing in Vedic Arithmetic, utilizing the 16 sutras and chosen sub-sutras important to the educational modules (e.g., Urdhva-Tiryak, Nikhilam, Paravartya Yojayet, etc.) Each gather gotten 5 sessions per week, each session enduring 45 minutes. Both bunches were instructed by qualified math educates who had experienced preparing particular to their doled out technique.

Data Collection Tools

Several tools and instruments were used to measure different variables:

Tool	Purpose
Pre-test and Post-test	To assess improvement in calculation and concept clarity
Timed Calculation Sheets	To evaluate speed and accuracy
Likert-scale Questionnaires	To gauge confidence, enjoyment, and anxiety levels
Weekly Assessments	To monitor progress over 4 weeks
Retention Test (2 weeks later)	To check long-term memory and understanding
Teacher Observations	To collect qualitative data on classroom behavior

Factors Measured:

(1) Independent Variable:- Strategy of Instruction (Conventional vs Vedic)

(2) Dependent Factors:- Calculation speed, exactness, certainty, uneasiness, satisfaction, maintenance, consideration, engagement, instructor feedback

Information Investigation Techniques

Data collected was analyzed utilizing graphic measurements and comparative bar charts. The taking after strategies were applied:

Mean and Standard Deviation for scores and time values

Percentage Alter between pre- and post-tests

Bar and Line Charts for visual representation

Observation Notes were analyzed for repeating patterns

Ethical Considerations

Consent was gotten from the school, understudies, and guardians.

Anonymity and privacy of understudy information were maintained.

No gather was denied of learning; the control bunch gotten discretionary Vedic Math sessions after the think about.

Key Sutras in Vadic Mathematics:

Sutra	Translation	Application
Ekadhikena purvena	By one more than the previous one	Squaring numbers ending in 5
Nikhilam navatascarmam dasatah	All from nine and last from ten	Quick subtraction and multiplication
Urdhva tiryak	Vertically and crosswise	General multiplication
Paravartya yojayet	Transpose and adujust	Algebraic simplification division

RESULT

Comparative Table: Performance Metrics:

Metric	Traditional method group	Vedic mathematics group
Number of student	30	30
Average time (minutes)	19.2	7.7
Accuracy	72.5%	94.6
Confidence level	2.9	4.5
Improvement from pre test(%)	11.4%	25.6
Maths anxiety (scale 1-5)	1.7	3.9
Retention after 2 weeks(%)	65%	85

Speed and Accuracy comparison:

Task type	Traditional Avg. Time	Vadic maths avg. time	Traditional accuracy	Vedic maths accuracy
Simple addition	3.2 sec	1.4s ec	92.2	97.8
Multiplication	7.4 sec	3.3 sec	80.6	91.4
Long Division	12.9 sec	6.6 sec	74.3	92.5
Algebraic simplification	15.2 sec	7.7 sec	65.5	85.4

Cognitive and psychological outcomes:

Parameter	Traditional group (avg.)	Vadic maths group
Confidence in maths (1-5 scale)	2.5	4.8
Maths enjoyment (1-5 scale)	2.2	4.1
Memory recall (correct formulas %)	60%	90%
Mental calculation speed(tasks/mint)	6.2	11.9
Focus/attention(1-5scale)	3.5	4.8

CONCLUSION

The comparative investigation of the three sets of unthinkable information clearly demonstrates that understudies instructed utilizing Vedic Arithmetic methods reliably beated those instructed through conventional strategies over different scholastic and cognitive domains.

From Table 2 (Speed & Exactness), it is obvious that understudies utilizing Vedic strategies illuminated numerical errands in essentially less time whereas keeping up higher levels of precision. For illustration, the time taken for long division was about cut in half, and exactness made strides by over 15 rate focuses in complex operations like arithmetical simplification.

Table 3 (Cognitive & Mental Results) highlights changes in certainty, satisfaction, and consideration. Vedic Math understudies shown more grounded mental review (90% vs. 60%), quicker calculation speed (11.9 vs. 6.2 tasks/minute), and higher center, illustrating that Vedic procedures emphatically affect both cognitive work and enthusiastic state of mind toward math.

Collectively, the tables confirm that Vedic Science isn’t simply an elective calculation framework but a comprehensive cognitive enhancer. It makes strides speed, boosts memory, diminishes uneasiness, and cultivates a more profound engagement with scientific considering. These results recommend that actualizing Vedic Science in standard classroom settings can lead to quantifiable and significant advancements in learning results.

REFERENCES

1. Tirthaji, B.K. (1965). Vedic Mathematics. Motilal Banarsidass
2. Sharma, R., & Goyal, M. (2018). “Impact of Vedic Math on Student Learning Outcomes”, Journal of Mathematics Pedagogy, 9(2), 112–121.
3. Rao, K., Patel, D., & Sinha, V. (2019). “Reducing Math Anxiety Using Vedic Techniques”, Asian Education Review, 5(3), 78–85.
4. Pandey, V. (2020). “Integrating Vedic Math in Rural Schools”, International Journal of Educational Research, 62(4), 201–213.
5. Tekriwal, G. (2005). Maths Sutra: The Art of Speed Calculation. Vedic Maths Forum India.
6. Gupta, A., & Mehta, K. (2021). “Vedic Mathematics in Coaching Curriculum”, Competitive Edge Quarterly, 3(1), 45–50.
7. Patel, N., & Bansal, A. (2017). “Vedic Computing: A Hardware-Based Approach”, Journal of Embedded Systems, 14(2), 34–42.
8. Ranganathan, M. (2015). “Vedic Math: Between Myth and Pedagogy”, Indian Journal of Education and Research, 7(1), 19–28.
9. Kumar, S., & Singh, R. (2016). “Vedic Mathematics: A Critical Examination”, Math Education Today, 11(2), 89–94.
10. Nair, A., & Joshi, P. (2021). “Equity and Efficacy of Vedic Math in Indian Schools”, Social Science Research Forum, 6(4), 101–117.
11. Basu, R., & Ramanathan, S. (2023). “Integrating Ancient and Modern: Vedic Math in the STEAM Framework”, Global Education Trends, 5(1), 55–70.