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Quantitative Insights into the Pedagogical Integration of Ancient Indian Mathematics |
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PP: 795-803 |
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doi:10.18576/jsap/140620
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Author(s) |
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A. Vasudevan,
Sulieman Shelash Mohammad,
Yogeesh N,
N. Raja,
Ashalatha K S,
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Abstract |
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| This paper has addressed the integration of the Ancient Indian Knowledge Systems of Mathematics to the modern
educational practices. It is based on a study of the histories of Aryabhata, Bhaskara II and the Sulba Sutras, and the more recent codification of Vedic Mathematics, and studies how both ancient computational and geometrical methods might be relevant to modern curricula. The paper addresses philosophical and epistemological grounds of Indian mathematics foundation-based arithmetic, sutra based mental math and geometry structures and evaluates their interface to current educational perspective; specifically, constructivist and culturally responsive pedagogies. A survey of pilot interventions in a number of middle schools indicates that such methods can assist in creating students faster, more precise and more engaged in the undertaking of arithmetic, as well as decreasing anxiety regarding math. As much as this has immense potential benefits, it is curtailed by arguments pertaining to historical authenticity, the limitation of short instructional time, and the risk of favouring easy solutions at the expense of conceptual knowledge. To address the issues, this paper describes research directions that could be associated with more powerful empirical studies, cross-cultural comparisons, and integration of technologies. Lastly, it puts in the requirement of a harmonious affection to the approach of the Ancient Indian ways, as a tactic of forming a diversified idea of instruction and learning integrating at these two discriminative dimensions
mathematical foundations broadening in correlation to our cultural and socially answerable practices. |
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