My Experience as a Parent :

I completed the

Vedic Maths Teacher Training Course in June 2013 and was very eager to share

what I had learnt with my 9 year old son, who was then in Grade 4. He showed

very little interest, because it was different from what they had learnt at

school. I did not try to force this on him because I was content with his marks

at school (75 – 80%).

Vedic Maths Teacher Training Course in June 2013 and was very eager to share

what I had learnt with my 9 year old son, who was then in Grade 4. He showed

very little interest, because it was different from what they had learnt at

school. I did not try to force this on him because I was content with his marks

at school (75 – 80%).

What still

concerned me, however, was that he was still slow when it came to the bonds

(addition and subtraction) and his times tables. It was extremely frustrating

for me to see him count on his fingers and count in multiples to answer the

multiplication tables. So I taught him the “Finger Multiplication – the

Universal Times table and 9 Times Table.” He understood both methods but was

more comfortable with the 9 Times Table. It took him some time to work out the

answers using the Universal Times Table.

concerned me, however, was that he was still slow when it came to the bonds

(addition and subtraction) and his times tables. It was extremely frustrating

for me to see him count on his fingers and count in multiples to answer the

multiplication tables. So I taught him the “Finger Multiplication – the

Universal Times table and 9 Times Table.” He understood both methods but was

more comfortable with the 9 Times Table. It took him some time to work out the

answers using the Universal Times Table.

My other concern

was that even though he was fairly good at Maths, there was no sense of

excitement – classwork and homework was tedious and boring. This year, I made

another attempt to introduce the Vedic Maths techniques.

was that even though he was fairly good at Maths, there was no sense of

excitement – classwork and homework was tedious and boring. This year, I made

another attempt to introduce the Vedic Maths techniques.

The topic being

covered at school was subtraction of 4 digit numbers so I showed him how he

could get the answer quicker for some sums using “All from 9, last from 10”. He

was so excited when he “got it”, that he went away and created his own examples

to work with and got his dad and grandma to give him bigger numbers to subtract

so that he could impress them! He even tried teaching his friends when they

came to visit.

covered at school was subtraction of 4 digit numbers so I showed him how he

could get the answer quicker for some sums using “All from 9, last from 10”. He

was so excited when he “got it”, that he went away and created his own examples

to work with and got his dad and grandma to give him bigger numbers to subtract

so that he could impress them! He even tried teaching his friends when they

came to visit.

The next topic

we worked on was addition and subtraction of 4 digit numbers using the Left –

Right method. I asked him to first look at the numbers and make a note in the

column where will be a carryover for addition or you have to “borrow” for

subtraction. The next step was then to add/subtract per column from Left to

Right. Again he understood the reasoning and the method and completed his homework

very quickly – he even checked all the answers using the reverse operation.

we worked on was addition and subtraction of 4 digit numbers using the Left –

Right method. I asked him to first look at the numbers and make a note in the

column where will be a carryover for addition or you have to “borrow” for

subtraction. The next step was then to add/subtract per column from Left to

Right. Again he understood the reasoning and the method and completed his homework

very quickly – he even checked all the answers using the reverse operation.

I was reading

through the book, “Elementary and Middle School Mathematics – Teaching

Developmentally” by John A. Van de Walle. There was a chapter on helping

children master the basic Maths facts. What I found interesting, was that it

was recommended that rather than drilling initially for bonds and tables or

presenting a class with different strategies, it would be more effective to get

the learners to come up with their own strategies for simple calculations such

as “8 + 6” or “5 + 6”. Their different strategies would then be discussed in

class but each child would eventually use the strategy that works best for

them. Then only does the teacher help the child learn memorise the strategy.

through the book, “Elementary and Middle School Mathematics – Teaching

Developmentally” by John A. Van de Walle. There was a chapter on helping

children master the basic Maths facts. What I found interesting, was that it

was recommended that rather than drilling initially for bonds and tables or

presenting a class with different strategies, it would be more effective to get

the learners to come up with their own strategies for simple calculations such

as “8 + 6” or “5 + 6”. Their different strategies would then be discussed in

class but each child would eventually use the strategy that works best for

them. Then only does the teacher help the child learn memorise the strategy.

I decided to try

this with my son for the bonds. He showed me that for the example “6 + 7”, he

would first “make up ten” by adding 3 to the 7 and then add another 3 to get

13. We then discussed the other ways you

could obtain the answer such “double 6 and add 1”, but he felt that “his

method” gave him the answers much faster.

this with my son for the bonds. He showed me that for the example “6 + 7”, he

would first “make up ten” by adding 3 to the 7 and then add another 3 to get

13. We then discussed the other ways you

could obtain the answer such “double 6 and add 1”, but he felt that “his

method” gave him the answers much faster.

For the

subtraction, we used the “think addition” approach, e.g. for “14 – 8”, we

looked at what number to add to 8 to get the number 14. Here again, he used the

same method as before of first “making up ten” and was able to work out simple

subtractions quickly, without counting on his fingers!

subtraction, we used the “think addition” approach, e.g. for “14 – 8”, we

looked at what number to add to 8 to get the number 14. Here again, he used the

same method as before of first “making up ten” and was able to work out simple

subtractions quickly, without counting on his fingers!

The times table

was still a challenge, since there were some calculations that he could not

remember. Even though he knew the “Finger Multiplication”, he did not want to

make us of this method. For the calculations he could not remember, we then worked

from what he knew, e.g. for “7 x 8”, he knew “5 x 8 = 40” and then he

added the eights to get to 56. For other calculations, I demonstrated that

breaking down the numbers will also help work out the answer quickly, e.g. “8 x

8 = 8 x 4 x 2”. I extended it to bigger numbers like 9 x 16 and he was so

excited when he worked out the answer mentally by changing the sum to “9 x 8 x

2”!

was still a challenge, since there were some calculations that he could not

remember. Even though he knew the “Finger Multiplication”, he did not want to

make us of this method. For the calculations he could not remember, we then worked

from what he knew, e.g. for “7 x 8”, he knew “5 x 8 = 40” and then he

added the eights to get to 56. For other calculations, I demonstrated that

breaking down the numbers will also help work out the answer quickly, e.g. “8 x

8 = 8 x 4 x 2”. I extended it to bigger numbers like 9 x 16 and he was so

excited when he worked out the answer mentally by changing the sum to “9 x 8 x

2”!

For division, we

only worked on division by 5 since this times table is easy to remember and

here I introduced him to divisibility rules. By first asking him to study the 5

x table, with some guidance, he was able to see that the numbers ended either

in 0 or 5. Then I gave him a few numbers to divide by 5. He was able to see, just

by observation, what the remainders would be. He completed the division fairly

quickly and checked the answers as well (something he was not happy doing

previously)!

only worked on division by 5 since this times table is easy to remember and

here I introduced him to divisibility rules. By first asking him to study the 5

x table, with some guidance, he was able to see that the numbers ended either

in 0 or 5. Then I gave him a few numbers to divide by 5. He was able to see, just

by observation, what the remainders would be. He completed the division fairly

quickly and checked the answers as well (something he was not happy doing

previously)!

Now that I know the

strategies that he is comfortable with, I will reinforce them using flashcards

and get him to practise some examples every day. Aside from him

being more comfortable with Maths in a short space of time, I am happy that to

see him getting excited about Maths!

strategies that he is comfortable with, I will reinforce them using flashcards

and get him to practise some examples every day. Aside from him

being more comfortable with Maths in a short space of time, I am happy that to

see him getting excited about Maths!

Mrs.Neshni Naidoo is the Director of Vedic Maths Forum South Africa. She loves reading and is instrumental in solving the Maths Crisis in South Africa. Her interest in Vedic Maths stemmed from a desire to find an alternate way to teach Maths at South African schools. Traditional methods used are time-consuming, confusing and don’t allow for creative thinking. With Vedic Maths, the vision is to create a love for Maths, eliminate the fear associated with Maths and develop a new generation of Mathematicians and Scientists who will make South Africa proud.

Know more about Vedic Mathematics:

https://vedicmathsindia.org

https://vedicmathsindia.org