**Objective:**

Many Indian Secondary School students consider Mathematics a very difficult subject. Some students encounter difficulty with basic arithmetical operations. Some students feel it difficult to manipulate symbols and balance equations. Moreover, teachers also face difficulties in transacting lessons of mathematics inside the classroom. In other words, abstract and logical reasoning is their hurdle.

⍟ To help teachers to overcome the difficulty in teaching mathematics.

⍟** **To help students to imbibe the skills and techniques of Vedic Mathematics with their curriculum.

⍟ To help schools in developing conducive environment for learning of mathematics.

**Why Vedic Mathematics?**

Vedic mathematics is a gift given to this world by ancient sages of India. The large resource of knowledge in ancient India is said to be originated from ‘Vedas’.Veda is a Sanskrit word which is derived from the root Vid, meaning to know without limit. There are 4 vedas namely: Rigveda, Samaveda, Yajurveda, Atharvaveda.

Swami Bharati Krishna Tirtha (1884-1960), former Jagadguru Sankaracharya of Puri culled a set of 16 Sutras (aphorisms) and 13 Sub – Sutras (corollaries) from the Atharva Veda.

**Sutras or Aphorisms or Mathematical Formulae**

The list of 16 sutras with meaning is as follows:

Sutra |
Meaning |

Ekadhikina Purvena |
By one more than the previous one |

Nikhilam Navatashcaramam Dashatah |
All from 9 and the last from 10 |

Urdhva-Tiryagbyham |
Vertically and crosswise |

Paraavartya Yojayet |
Transpose and adjust |

Shunyam Saamyasamuccaye |
When the sum is the same that sum is zero |

(Anurupye) Shunyamanyat |
If one is in ratio, the other is zero |

Sankalana-vyavakalanabhyam |
By addition and by subtraction |

Puranapuranabyham |
By the completion or non-completion |

Chalana-Kalanabyham |
Differences and Similarities |

Yaavadunam |
Whatever the extent of its deficiency |

Vyashtisamanstih |
Part and Whole |

Shesanyankena Charamena |
The remainders by the last digit |

Sopaantyadvayamantyam |
The ultimate and twice the penultimate |

Ekanyunena Purvena |
By one less than the previous one |

Gunitasamuchyah |
The product of the sum is equal to the sum of the product |

Gunakasamuchyah |
The factors of the sum is equal to the sum of the factors |

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

**VSC Model: **

We at VShape Consultants seek to present an integrated approach to learning Mathematics with keenness of observation and inquisitiveness, avoiding the monotony of accepting theories and working from them mechanically. This will remove the anxiety and fear among students and will give them confidence to learn mathematics.

In this model – Centre of Excellence in Vedic Mathematics we will closely work with school at least for one year and help them to absorb the ancient and proven skills of Vedic Mathematics.

Areas that will be covered within one year are as follows:

**In-service Teacher Education:** In this module we will train teachers by conducting interactive work-shop on pedagogy of mathematics and Techniques of Vedic Mathematics. During these workshops we will also interact with teachers and collaboratively design an action plan for enhancing overall understanding on mathematics of students.

**Student workshop:** In this module we will train students by conducting workshops on using techniques of Vedic Mathematics in their day to day school life. Students will be provided with real life applications.

**Assessments:** Systematically planned assessments will be conducted by using scientific ways of testing both formal and non formal.

**Club Activities**: We also help schools to setup the Maths club.