Reviving Ancient Indian Heritage: The Impact of Vedic Mathematics Sutras on Third Graders' Attitudes Towards Mathematics, with a Gender-Based Perspective

Abstract

Education is the bedrock of any nation, shaping future generations and establishing the foundation for a thriving society. In this context, a paradigm shift towards skill-based education, instead of rote memorization, is imperative for nurturing critical thinking, problem-solving abilities, and lifelong learning skills. Mathematics, often perceived as a daunting subject by many students, necessitates a transformative approach to foster a deeper understanding and skill development.

Despite its importance, Mathematics is often seen as one of the most difficult subjects in the school curriculum. Many students find it challenging because it involves abstract concepts, and logical reasoning, and requires building upon prior knowledge. This perception leads to a significant number of students developing a negative attitude towards the subject, often resulting in avoidance and poor performance. Consequently, there is an imperative need to probe innovative teaching methods that will make learning mathematics an enjoyable and engaging experience.

Vedic Mathematics, an ancient system of mathematical principles derived from the Vedas, offers a hidden treasure trove of techniques that can simplify and enhance the learning of mathematics. These sutras, or aphorisms, provide students with strategies that are both intuitive and efficient, enabling them to solve complex mathematical problems with ease and confidence. The simplicity and elegance of Vedic Mathematics not only facilitate a more profound comprehension of mathematical concepts but also transform the learning process into an enjoyable and blissful experience.

This study seeks to explore how teaching methods based on Vedic Mathematics sutras influence students' attitudes toward learning mathematics, specifically focusing on gender differences. By examining the enduring efficacy of this instructional approach, we seek to determine whether Vedic Mathematics can foster a more positive attitude towards mathematics among eighth-grade students. Our goal is to provide insights into how gender influences the receptiveness to and benefits from Vedic Mathematics, ultimately contributing to the development of more productive, inclusive, and engaging strategies to teach mathematics.

The study involved 160 third-grade students, including a control group and an experimental group. A ‘Pre-test and post-test nonequivalent control group design’ was adopted in this study. The Vedic mathematics instruction applied in the experiment group employed for girls and boys separately indicates a significantly higher mean Attitude score.