Vedic Mathematics:

http://www.youtube.com/watch?v=kZKOPKIHsrc

http://www.youtube.com/watch?v=d9UNCq51A-0







.

---

"Be who you are and say what you feel, because those who mind don't matter and those who matter don't mind." - Dr. Seuss

Vedic Mathematics:
http://www.youtube.com/watch?v=kZKOPKIHsrc
http://www.youtube.com/watch?v=d9UNCq51A-0
.

How sad that this is presented as something about SPPED rather than bringing to light the CONCEPTS behind the approach(es). In the second video, it just presents more RULES to learn.

In any case, there are several other neat algorithms out there, and explained well, do bring out the concepts behind them. Regarding multiplication, it is ALL ABOUT THE DISTRIBUTIVE PROPERTY.

---

Capitalize on this good fortune, one word can bring you round ... changes.

Vedic Mathematics:
http://www.youtube.com/watch?v=kZKOPKIHsrc
http://www.youtube.com/watch?v=d9UNCq51A-0
.

How sad that this is presented as something about SPPED rather than bringing to light the CONCEPTS behind the approach(es). In the second video, it just presents more RULES to learn.

In any case, there are several other neat algorithms out there, and explained well, do bring out the concepts behind them. Regarding multiplication, it is ALL ABOUT THE DISTRIBUTIVE PROPERTY.

Please find and post!!!

:)

---

"Be who you are and say what you feel, because those who mind don't matter and those who matter don't mind." - Dr. Seuss

Just do a search for something like "multiplication algorithms" (plural, quotes included, and replace multiplication with some other of the four basic operations if you wish).

Here's an example: http://search.yahoo.com/search?p=%22multiplication+algorithms%22&fr=yfp-t-501&toggle=1&cop=mss&ei=UTF-8

http://instruction.aaps.k12.mi.us/EM_parent_hdbk/algorithms.html

I did not read through them. Just showing how easy it is to find. (One could add the term concept in the search, outside the quotes.)

Also pick up various texts on the teaching of elementary level mathematics from the last 5-10 years.

---

Capitalize on this good fortune, one word can bring you round ... changes.

http://www.accd.edu/SAC/MATH/FACULTY/ELennon/m1350i/A8bM_Ar_DP.htm

(Scroll all the way to the bottom of the page.)

In general, look up the "area model" for multiplication.

---

Capitalize on this good fortune, one word can bring you round ... changes.

Not as intriguing as the vedics but thank you!

I hear they are using vedics at NASA and in AI research.

---

"Be who you are and say what you feel, because those who mind don't matter and those who matter don't mind." - Dr. Seuss

Just do a search for something like "multiplication algorithms" (plural, quotes included, and replace multiplication with some other of the four basic operations if you wish).

Here's an example: http://search.yahoo.com/search?p=%22multiplication+algorithms%22&fr=yfp-t-501&toggle=1&cop=mss&ei=UTF-8

http://instruction.aaps.k12.mi.us/EM_parent_hdbk/algorithms.html

I did not read through them. Just showing how easy it is to find. (One could add the term concept in the search, outside the quotes.)

Also pick up various texts on the teaching of elementary level mathematics from the last 5-10 years.

It is one thing to master the operations of math, it is another to understand the basic fact of adult finances. If income is less than spending one digs a very deep pit of platic debt for one. The inverse allows one to save, and possibly put away enough for retirement.

I speak as one who has been debt free for decades, and has a comfortable retirement.

Half the population now has a negative net worth. Knowing math, using a calculator or spread sheet is of no use unless the available money exceeds money spent. That takes a bit of will (or is it won't) power.

duke

Vedic Mathematics

Vedic mathematics is a system of mental calculation.

It has some similarities to the Trachtenberg system in that it speeds up some arithmetic calculations. It has applications to more advanced mathematics, such as calculus and linear algebra.

The system is based upon sixteen formulas and their corollaries:

Sutras

* By one more than the one before
* All from 9 and the last from 10
* Vertically and crosswise
* Transpose and apply
* If the Samuccaya is the same it is zero
* If one is in ratio the other is zero
* By addition and by subtraction
* By the completion or non-completion
* Differential calculus
* By the deficiency
* Specific and general
* The remainders by the last digit
* The ultimate and twice the penultimate
* By one less than the one before
* The product of the sum
* All the multipliers

Subsutras

* Proportionately
* The remainder remains constant
* The first by the first and the last by the last
* For 7 the multiplicand is 143
* By osculation
* Lessen by the deficiency
* Whatever the deficiency lessen by that amount and set up the square of the deficiency
* Last Totalling 10
* Only the last terms
* The sum of the products
* By alternative elimination and retention
* By mere observation
* The product of the sum is the sum of the products
* On the flag

---

Join TeamACC

Sometimes I think we are alone in the universe, and sometimes I think we are not. In either case the idea is quite staggering.

Thank you kinhull!!!

---

"Be who you are and say what you feel, because those who mind don't matter and those who matter don't mind." - Dr. Seuss

Not as intriguing as the vedics but thank you!

I hear they are using vedics at NASA and in AI research.

There is NOTHING different about the multiplication algorithm shown (in the first link you provided) from the area model. It's just a matter of how it is drawn. The underlying concept is PRECISELY the same. Furthermore, the area model is extendable to several other situations besides whole number times whole number. I would not be surprised if the Vedic approach also has extensions.

NASA using this, or any other approach for speed?!? Please provide documentation, then. And not from the second link at Youtube.com. Most of what is on the Internet is not peer-reviewed and should therefore be regarded with at least SOME skepticism.

Furthermore, consider the types of equations and numbers they are likely to deal with in their work at NASA. It seems far more likely computers are being used. They probably execute algorithms with several computations involved, not a single stand-alone computation.

Last, if you wish to ask what my credentials are for discussing this, feel free.

The approach in the first link was interesting, but only different in the picture drawn (not the underlying concept) from the area model. It would be more interesting to know when this method arose, in comparison to other algorithms. It would be interesting to know why they drew it the way they did. If you think about the name, there is a very clear reason and advantage for calling the algorithm I have pointed out the "area model."

---

Capitalize on this good fortune, one word can bring you round ... changes.

I didn't post it to create an argument. The area model is identical. I was referring to the format. Video vs Text/Pictures. I posted this so people could see some of the basic Vedic methods, which are interesting and old. I didn't post it for show-off mathematicians to come in and shoot down or gloat on their own knowledge.

Education > Vanity

---

"Be who you are and say what you feel, because those who mind don't matter and those who matter don't mind." - Dr. Seuss

I didn't post it to create an argument. The area model is identical. I was referring to the format. Video vs Text/Pictures. I posted this so people could see some of the basic Vedic methods, which are interesting and old. I didn't post it for show-off mathematicians to come in and shoot down or gloat on their own knowledge.

Education > Vanity

What you call an argument I call a discussion that there are more methods out there than most know of and that the concept is what is important, not speed. Tell me the problem with that?!?
You are, however, using words/phrases that seem defensive and that could lead to an argument. How sad, when, again, I was seeking to expand others' knowledge base and point out the important of the concepts.

---

Capitalize on this good fortune, one word can bring you round ... changes.

Put another way, the point I have been making has not been so much about mathematics as it has been about mathematics education.

How many, in the US for example, know of anything else for multiplying two whole numbers besides the "standard" algorithm that has been taught for the last several decades?

Conventional "… mathematical representations are abstract objects with multiple potential instantiations" (Goldin & Kaput, 1996, p. 410), and are also powerful "… because they help overcome the shortcomings of working memory" (Goldin & Kaput, 1996, p. 413), allow for communication, and provide groundwork for mental abstraction to new mathematical structures (Goldin & Kaput, 1996). However, the power and the ubiquity of these conventional representations often masks the time and difficulty involved in their cultural development and, more importantly, for learners to use and make sense of them (Dugdale, Thompson, Harvey, Demana, Waits, Kieran, McConnell, & Christmas, 1995; Goldin & Kaput, 1996; Kozma, 1991; National Council of Teachers of Mathematics, 2000).

The so-called standard algorithm is a perfect example of this. Why?

Also, the "area model" is also "old," going at least as far back as Greece in the ancient or classical times.

---

Capitalize on this good fortune, one word can bring you round ... changes.

:P

---

"Be who you are and say what you feel, because those who mind don't matter and those who matter don't mind." - Dr. Seuss

Calm Chaos twins powers --- activate!

---

Capitalize on this good fortune, one word can bring you round ... changes.

It worked!

Sorry I was a jerky the other day.

<3

---

"Be who you are and say what you feel, because those who mind don't matter and those who matter don't mind." - Dr. Seuss