|
PureBytes Links
Trading Reference Links
|
Thank you for sharing that info on Vedic Math -- looks fascinating. Have you
been able to apply any of these concepts to market relationships?
-----Original Message-----
From: Gentle Ox <enchant@xxxxxxxxxxxxxxxx>
To: realtraders@xxxxxxxxxxxxxxx <realtraders@xxxxxxxxxxxxxxx>
Date: Wednesday, May 09, 2001 7:49 AM
Subject: [RT] OFF:Mathematics.."Vedic Math's Newsletter.
>VEDIC MATHEMATICS NEWSLETTER
>
>ISSUE No. 16
>
>Vedic Mathematics is becoming increasingly popular as more and more people
>are introduced to the beautifully unified and easy Vedic methods.
>The purpose of this Newsletter is to provide information about developments
>in education and research and books, articles, courses, talks etc., and
also
>to bring together those working with Vedic Mathematics.
>If you are working with Vedic Mathematics- teaching it or doing research-
>please contact us and let us include you and some description of your work
in
>the Newsletter. Perhaps you would like to submit an article for inclusion
in
>a later issue.
>If you are learning Vedic Maths, let us know how you are getting on and
what
>you think of this system.
>
>*****************************
>
>This issue's article is written by Blidi S. Stemn, Assistant Professor at
>Northeastern University, School of Education, 50 Huntington Ave, Boston, MA
>02115, USA. It is from an article in this month's teaching children
>mathematics journal. You will see it is about what we have previously
called
>the Vedic Square. The figures referred to in the article are not given here
>but they can be reconstructed from the descriptions in the text.
>
>The Vedic Matrix/Square is a nine by nine square array of numbers formed by
>taking a multiplication table (up to nine times nine) and replacing each
>number by its digit sum. The digit sum is found by adding the digits in a
>number and adding again if necessary:
>42 becomes 6 and
>56 becomes 11 which becomes 2.
>So the first row consists of 1,2,3,4,5,6,7,8,9 and the second row is
>2,4,6,8,1,3,5,7,9 and so on.
>
>
>
>VEDIC MATRIX
>
> I did this activity with a group of 13 year olds in a school in
>Massachusetts, United States. To generate the Vedic Matrix, I asked the
>students, each student was given a 9 by 9 multiplication matrix and asked
to
>complete the table. If any of the products in cell was more than 9,
students
>were to repeatedly add the digits until the sum was less than or equal to 9
>and the result recorded in the corresponding cell on a separate matrix. For
>example, 8 x 7 = 56; 56 is greater than 9 so add 5 and 6 to get 11. Since
11
>is greater than 9 add the digits, i.e., 1+1 = 2 so 2 is recorded in the
cell.
>After generating the matrix, the students were challenged to find as many
>patterns as possible.
>
>Discussion of the Patterns Identified
>· In the 3rd row or column, 3 + 6 = 9 and in the 6th row 6 + 3 = 9.
>· In any vertical or horizontal set of numbers, the sum of the first and
>last numbers is 9 (ignoring the last column and row). For example, in the
>second row they noticed that 2 +7 = 9; 4 +5 = 9; 6 + 3 = 9; and 8 + 1 = 9.
>These pairs of numbers can be written as ordered pairs: (1, 8), (2, 7), (3,
>6), and (4, 5).
>With the exception of the 9th row and column, the sum of the numbers in
each
>column or row is 45 and that when you add the digits of the sum the result
is
>9 (e.g., 4 + 5 = 9). The sum of the numbers in the 9th row or column is 81
>and the sum of the digit is 9.
>· If you add the first and the last numbers in each row or column you get
>the following sequence of numbers: 10, 11, 12, 13, 14, 15, 16, 17, 18. When
>you add the digits you get 1, 2, 3, 4, 5, 6, 7, 8, and 9.
>· The first four numbers generated in the 7th column and row, again
>ignoring the last number in the column and row, are odd numbers (i.e., 7,
5,
>3, 1) while the next four numbers were even (i.e., 8, 6, 4).
>· The numbers in the 1st row or column are the reverse of the numbers in
>the 8th row or column (without taking into account the 9th row and column).
>This is true for rows/columns 2 and 7; 3 and 6; 4 and 5.
>
>The students were guided to arrive at the following relationships:
>· The pair of numbers (1, 8), (2, 7), (3, 6), and (4, 5) from the matrix
>have some relationship with the nine times table. For example,
> (1, 8): 1 + 8 = 9; 18 = 9 x 2, or 81 = 9 x 9
> (2, 7) 2 + 7 = 9 27 = 9 x 3, or 72 = 9 x 8
> (3, 6) 3 + 6 = 9 36 = 9 x 4, or 63 = 9 x 7
> (4, 5) 4 + 5 = 9 45 = 9 x 5, or 54 = 9 x 6
>
>There are twelve 3s and twelve 6s, twenty-one 9s, six 1s and six 8s, six 2s
>and six 7s, and six 4s and six 5s. Now let us examine some calculations
using
>the above data.
>(1, 8): (1 x 6) + (8 x 6) = 6 + 48 = 54 and 5 + 4 = 9
>(2, 7): (2 x 6) + (7 x 6) = 12 + 42 = 54 and 5 + 4 = 9
>(3, 7): (3 x 12) + (6 x 12) = 36 + 72 = 108 = 2(54) and 1 + 8 = 9
>(4, 5): (4 x 6) + (5 x 6) = 24 + 30 = 54 and 5 + 4 = 9
>For the 9s: 9 x 21 = 189 = 1+ 8 + 9 = 18; 1 + 8 = 9
>
>One of the fascinating things about this activity is that opportunities
exist
>for making numerous connections among different mathematics concepts at
>multiple grade levels.
>
> Many students identified a variety of number patterns and their
>relationships. For example, some found that in the 3rd row, 3 + 6 = 9 and
in
>the 6th row 6 + 3 = 9. Similarly, others noticed that in any vertical or
>horizontal set of numbers, the sum of the first and last numbers is 9
>(ignoring the last column and row). For example, in the second row they
>noticed that 2 +7 = 9; 4 +5 = 9; 6 + 3 = 9; and 8 + 1 = 9. These pairs of
>numbers can be written as ordered pairs: (1, 8), (2, 7), (3, 6), and (4,
5).
> Some students pointed out that the sum of the numbers in each column or
>row is 45 and that when you add the digits of the sum the result is 9
(e.g.,
>4 + 5 = 9). Others noted that the first four numbers generated in the 7th
>column and row, again ignoring the last number in the column and row, were
>odd numbers while the next four numbers were even. Figure 3 contains some
>samples of students' conclusions or observations.
> One fundamental characteristic of the Vedic Matrix in terms of digit
sums
>(Figure 2) is that if you do not count the 9, the 1 times row and the 8
times
>row are the reverse of each other. This is the same with the 2 times row
and
>the 7 times row, 3 times row and the 6 times row, and the 4 times row and
the
>5 times row. Also, the appearance of the number 9 in many different forms
in
>Vedic Matrix indicates a strong relationship between the matrix (Figure 2)
>and the nine times row. In the nine times row, the sum of the digits of
each
>product is 9, explaining why the 9s column and row have all 9s. Another
>important connection is that the above mentioned pair of numbers from the
>matrix have some relationship with the nine times table. For example,
> (1, 8): 1 + 8 = 9; 18 = 9 x 2, or 81 = 9 x 9
> (2, 7) 2 + 7 = 9 27 = 9 x 3, or 72 = 9 x 8
> (3, 6) 3 + 6 = 9 36 = 9 x 4, or 63 = 9 x 7
> (4, 5) 4 + 5 = 9 45 = 9 x 5, or 54 = 9 x 6
>
>Part II: Generating Shapes
> An implied premise in the use of the Vedic Matrix mentioned earlier is
>that when connected, numbers form symmetrical shapes (Nelson, et al, 1993;
>Shan & Bailey, 1991). To investigate this premise, we asked our students to
>work in pairs. One student was responsible for connecting all the 1s, 2s,
3s,
>and 4s with a straight line while the other partner connected all the 5s,
6s,
>7s, and 8s. To connect each number, the students placed a tracing paper on
>the final matrix (Figure 2) and marked off each number using a dot. Next,
>they connected all the dots with a straight line making sure that all the
>points are connected. We did a whole class demonstration on an overhead.
>After the demonstration, the students completed connecting the rest of the
>numbers and compared their shapes with their partners. Figure 4 shows the
>shapes of 1 and 8 when connected with a straight line.
>
>Discussion of the Shapes
> Before they could complete drawing all the shapes, many students
noticed
>some important connections between each pair of numbers. For example, they
>found that the shapes of one and eight were reflections of each other.
>Similar observations were made about (2, 7), (3, 6), and (4, 5) as shown in
>Figure 5. Some of the students conjectured that two shapes are a reflection
>of each other provided that the sum of the numbers they represent equals 9.
>For instance, 1 and 8 are reflections of each other since 1 + 8 = 9. These
>observations and conjectures about reflective symmetry indicate that for
each
>horizontal set of numbers, there is an identical vertical set of numbers
and
>in each pair of numbers, one is the reverse of the other. In addition to
the
>above observations, some of the students identified different geometric
>figures they found in their shapes such as triangles, rectangles, octagons,
>etc. We have included samples of students' responses as figure 6.
>
>The more I look at the Vedic Matrix, the more patterns I find.
>
>****************************
>
>NEWS
>
>****************************
>
>TALKS AND BOOKS IN BIRMINGHAM
>
>There will be two Vedic Mathematics talks at the Natural Health and Ecology
>Show, 2nd, 3rd June (one talk on each day) at Ryton Organic Gardens near
>Birmingham, England. There will be a stand for Vedic Mathematics at the
show
>and books will be available.
>
>
>CONFERENCE PRESENTATION
>
>Andrew Nicholas gave a talk on Vedic Mathematics at the 9th SEAL (Society
for
>Effective Affective Learning) Conference at The King's School, Canterbury,
>Kent, UK on 30 March. The talk was very popular with people being turned
away
>as there was not enough space for everyone. Members of SEAL are generally
>people who are looking for new educational forms and they enjoyed the
>presentation enormously.. Word went round the conference that this
>mathematics was something special. One lady from Russia, who could not
attend
>the talk, wants to invite Andrew to give a presentation there.
>
>After the conference Andrew went to China where he researching for his new
>book, a novel about ancient lost knowledge.
>
>
>WORKSHOPS IN INDIA
>
>We understand the workshop at the International Centre, Goa, India was a
big
>success and hope to give more information about this later.
>
>
>VEDIC MATHS IN YOUR COUNTRY
>
>As interest grows in Vedic Mathematics we get more inquiries from people
>wanting to attend courses or contact others. What is really needed is a
>country by country list of those active in VM so that we can put inquirers
in
>contact with those near them. We would therefore like to make a list of
>people in each interested country so that we can put people in touch.
Please
>send your email address and country to us if you would like to be put on a
>list and also include any other information you like (your area or city
would
>be useful). Then when we get an inquiry from your country we will pass this
>information on to the inquirer.
>
>
>TIMES OF INDIA
>
>An editorial in The Times of India, under the title "UGC Seeks the
>Philosopher's Stone", on 7th April describes a recent proposal of the
>University Grants Commission to introduce courses on Vedic Mathematics,
>astrology and vastushastra (position and orientation of land and buildings)
>in science curricula. You can see the article at www.timesofindia.com
>
>
>
>HAVE YOU BEEN UNABLE TO SEND YOUR EMAIL?
>
>Recently we have found that our site Email addresses have not been
forwarding
>messages to us. We are very sorry for any Inconvenience this might have
>caused. Therefore we may have not received some Email messages sent to us.
>Hopefully we have now corrected this problem and have also put up
alternative
>Email addresses (just in case).
>If you know of anyone who has failed to get in touch with us, please get
them
>to try again using one of the following Email addresses:-
>webmaster@xxxxxxxxxxxxxx
>clive@xxxxxxxxxxxxxxxxx
>kenneth.williams@xxxxxxxxxxxxxx
>news@xxxxxxxxxxxxxx
>
>CORRESPONDENCE
>
>EMAIL: I have been contacted by a teacher in Florida as per your
>recommendation and we are discussing some ways we can make vedic Math more
>popular in our respective areas and possibly across the country. I am
>thinking about forming a study group on Vedic Math. I hope I can get the
>approval to teach a course in VM. I intend to do a workshop first and then
>push for a course at my present university or elsewhere. VM is so
>fascinating!!!!
>
>EMAIL: Thank you for your assistance. Your explanation cleared everything
up
>for me! You have been most helpful. I have one other question that
concerns
>the educational requirements one has to have to teach Vedic Mathematics in
an
>official school environment. Is there a distinct series of courses to take
>in college? Are Master and Doctorate degrees offered in this subject? Has
>Vedic instruction taken a firm foothold in the States? My interest is
>rapidly growing as each chapter of Vedic Mathematics unfolds. If
instruction
>is available in the U.S., I would probably consider a career teaching these
>amazing methods to others. I am a first-year college student who has at
>present selected a career as a Research Scientist/Botanist. Vedic
>mathematics has already begun to change my life--I might switch careers
>because of it! :)
>
>REPLY: In spite of the obvious merits of the Vedic system it is taking a
long
>time for it to be properly appreciated, though things have picked up a lot
in
>the last couple of years. I think there have been a small number of VM
>doctorates in India and I am not aware of any standard college courses in
>Vedic Maths: we are not quite there yet. There have been many courses in
many
>countries but nothing regular as far as I know.
>The United States seems to be lagging in appreciating VM. Vedic Mathematics
>is part of a course in Edinboro University of PA, USA. You may want to
>contact Dr Blidi Stemn at Northeastern University, details below, who is
keen
>to promote Vedic Maths.
>
>EMAIL: Are you aware of any workshops or talks on Vedic math in U.S this
>summer or in
>the next academic year ? I will appreciate getting any info. on
this.Thanks.
>
>
>****************************
>
>Your comments about this Newsletter are invited.
>If you would like to send us details about your work or submit an article
for
>inclusion please let us know on news@xxxxxxxxxxxxxx
>
>Articles in previous issues of this Newsletter can be copied from the web
>site - www.vedicmaths.org:
>Issue 1: An Introduction
>Issue 2: "So What's so Special about Vedic Mathematics?"
>Issue 3: Sri Bharati Krsna Tirthaji: More than a Mathematical Genius
>Issue 4: The Vedic Numerical Code
>Issue 5: "Mathematics of the Millennium"- Seminar in Singapore
>Issue 6: The Sutras of Vedic Mathematics
>Issue 7: The Vedic Square
>Issue 8: The Nine Point Circle
>Issue 9: The Vedic Triangle
>Issue 10: Proof of Goldbach's Conjecture
>Issue 11: Is Knowledge Essentially Simple?
>Issue 12: Left to Right or Right to Left?
>Issue 13: The Vinculum and other Devices
>Issue 14: 1,2,3,4: Pythagoras and the Cosmology of Number
>Issue 15: A Descriptive Preparatory Note on the Astounding Wonders of
Ancient
>Indian Vedic Mathematics
>
>To subscribe or unsubscribe to this Newsletter simply send an email to that
>effect to news@xxxxxxxxxxxxxx
>Please pass a copy of this Newsletter on (unedited) to anyone you think may
>be interested.
>Editor: Kenneth Williams
>
>Visit the Vedic Mathematics web site at
>http://www.vedicmaths.org
>
>mailto:news@xxxxxxxxxxxxxx
>
>9th May 2001
>
>
>
>To unsubscribe from this group, send an email to:
>realtraders-unsubscribe@xxxxxxxxxxxxxxx
>
>
>
>Your use of Yahoo! Groups is subject to http://docs.yahoo.com/info/terms/
>
>
>
To unsubscribe from this group, send an email to:
realtraders-unsubscribe@xxxxxxxxxxxxxxx
Your use of Yahoo! Groups is subject to http://docs.yahoo.com/info/terms/
|