Selamat Datang

Selamat berkunjung di situs resmi Vedic Maths Indonesia (VMI). Keberuntungan bagi anda karena akan memperoleh informasi pertama di Indonesia tentang Magical Maths dan metode matematika yang sangat cepat (15 kali lebih cepat dari metode konvensional), menyenangkan bahkan dapat membuat orang lain tercengang akan kemampuan matematika ini.

Di Vedic Maths Indonesia kita bisa belajar matematika mulai dari tingkat dasar hingga mahir, menggunakan kreativitas logika dan kecepatan berhitung sampai level kemampuan tanpa menggunakan alat bantu hitung apapun.

Mulailah sesuatu dengan menyenanginya pasti hasilnya akan maksimal.

 

Introducing Vedic Maths into Public Schools

5 Ways Teachers Can Introduce Vedic Maths into Public Schools

This article is by Ms.Rebecca Newburn , Visionary Math Educator who has honored us by being the Guest Vedic Maths Indonesia Weblog and giving us this insightful article. This article is specially goes out to all the school teachers and principals.

About a year and half ago, I started to learn about Vedic mathematics. It was fun, fast and a whole lot more engaging then the maths I teach. For 15 years, I’ve been teaching maths and currently teach 12-13 year-olds. Maths is a universal language yet few people develop a rudimentary vocabulary of it. Vedic maths has the potential to give more people the tools and interest to go further in maths.

The dilemma is that I teach in a public school that has a state-mandated curriculum. The question is, “How do I start to create a bridge to Vedic maths to best support my students?” Here are a few of the things that I decided to do at my school that you may like to do:

#1: Use warm-ups to introduce Vedic methods

When students come into the classroom there are some warm-up problems on the board. Introduce a few concepts from Vedic mathematics during these warm-ups or sponge activities. These mini-lessons can spark interest and provide some useful tools. Some easy, introductory topics are nine-point circles, multiplication by 11, arithmetic operations and digit sums checks. If you need a little support, watch some of these videos.

#2: Do a one-lesson introduction to Vedic maths

When I came back from teaching a Vedic workshop at the California Mathematics Council (CMC) Conference, I gave my students a one-hour lesson on Vedic maths. I explained the history and benefit of Vedic maths, and I taught a few sutras. They loved it!

#3: Put links to Vedic sites on your teacher web page or class blog

Encourage students who are interested to explore more about Vedic maths on their own. If you want make it an optional, alternative or extra credit assignment. I had my students visit my site and write a paragraph about the different things they explored and what they learned. I also recommend that kids subscribe to this blog if they want to continue to learn.

#4 Share resources with colleagues

Email or tell colleagues about your interest in Vedic maths. Share valuable resources that you’ve found. I did a mini-workshop at my school one afternoon for teachers because so many of my students were sharing what they were learning in my class. The student-teacher conversations sparked an interest in my colleagues and they asked if I’d teach them too. I invited the entire staff, and primarily focused on maths and resource (special education) teachers. 15 teachers showed and they loved it. Several teachers went on-line and purchased books to learn more.

#5 Create a Vedic maths club

Even if you’re a beginner, you can create a club to learn about Vedic maths. Both you and your students, and perhaps some colleagues, can learn together. It’s great to have a group of people to learn with.

If you’re not a teacher and would like Vedic maths taught in schools, share this information with friends who are parents and teachers. That will help to increase the awareness and speed in which it is mainstreamed into the curriculum.

Warm regards,

Rebecca Newburn

Visionary Math Educator

Home page: www.rebeccanewburn.com

Professional blog: Information Age Education www.information-age-education.com

Math blog: Ms. Newburn’s Math 7 Blog

 

Shakuntala Devi

Shakunatala Devi adalah seorang jenius matematika terkenal dan progidy menghitung cepat dari India. Dia dijuluki ‘Manusia Kalkulator’ karena bakat dan keterampilannya yang luar biasa dalam memecahkan masalah matematika yang kompleks tanpa bantuan alat mekanis apapun. Shakuntala Devi lahir tanggal 4 November 1939 di Bangalore, Karnataka, India. Ayahnya adalah seorang artis sirkus dan dialah yang memperkenalkan Shakuntala ke dunia matematika, melalui trik kartu. Kemampuan daya ingat yang menakjubkan bahkan Shakuntala dalam usianya yang baru 3 (tiga) tahun tumbuh menjadi anak yang luar biasa dalam hal matematika. Kemampuan menghafal dan keterampilan menghitungnya semakin kuat.

Ia menjadi ahli dalam aritmatika mental yang kompleks. Berawal dari penampilannya dimuka publik di University of Mysore dan Universitas Annamalai, kemampuan dan bakatnya yang luar biasa menyebar ke lembaga-lembaga di seluruh dunia. Hampir semua orang yang hadir dibuatnya kagum bahkan para mahasiswa dan profesor-profesor termasuk Truman Henry Safford.

Kemampuan Shakuntala Devi dalam memecahkan masalah aritmatika, termasuk fungsi penambahan, perkalian, pembagian, menghitung kuadrat dan akar kubus, algoritma yang kompleks adalah menggunakan Vedic Matematika.

Shakuntala bahkan bisa mengalahkan beberapa komputer yang tersedia tercepat pada periode itu. Diantara banyak prestasinya, yang paling luar biasa adalah ketika memecahkan rekor dunia tahun 1995 Guinness Book of World Record.

• Pada Januari 1977, di Southern Methodist University di Dallas, Texas, Shakuntala Devi melakukan ekstraksi akar 23 dari sejumlah 201-digit, dalam waktu hanya 50 detik, dengan jawaban benar yaitu ‘546372891 ‘. Dia telah mengalahkan komputer tercepat yaitu UNIVAC yang mencatat waktu tentang 62 detik, dan 13.000 instruksi.
• Pada tanggal 18 Juni 1980, Shakuntala Devi menunjukkan perkalian dua bilangan 13-digit: ‘7. 686.369.774.870 x 2.465.099.745.779 ‘, dipilih secara acak oleh Departemen Computer dari Imperial College, London. Dia menghasilkan jawaban yang benar dari ‘18.947.668.177.995.426.462.773.730 ‘, hanya dalam 28 detik.
• Shakuntala bisa menemukan akar pangkat tiga dari 332 812 557 di bawah satu menit.

Shakunatala Devi adalah seorang matematikawan yang juga mampu di bidang mistik Astrologi. Shakuntala Devi juga menulis banyak buku, antara lain : Puzzle to Puzzle for You, Fun with Numbers, Astrologi for You and Mathablity.

Pertama kali ia datang ke Indonesia atas undangan Presiden Pertama Republik Indonesia, Soekarno.

 

Jagadguru Swami Sri Bharati Krsna Tirthaji

Jagadguru Swami Sri Bhārati Kṛṣṇa Tīrthaji Mahāraja (Sanskrit: जगद्गुरु स्वामि श्री भारती कृष्ण तीर्थजी महाराज; March, 1884 – February 2, 1960) was the Jagadguru (literally, teacher of the world; assigned to heads of Hindu mathas) of the Govardhana matha of Puri during 1925–1960. He was one of the most significant spiritual figures in Hinduism during the 20th century. He is particularly known for his book Vedic Mathematics.

Early life

Venkatraman Shastri was born in March, 1884 to P. Narasimha Shastri, originally a tehsildar at Tirunelveli in Madras Presidency. Narasimha Shastri later became the Deputy Collector of the Presidency. Venkatraman was born in a highly illustrious family. His uncle, Chandrasekhara Shastri was the Principal of the Maharaja’s College in Vizianagaram, while his great-grandfather, Justice C. Ranganath Shastri was a judge in the Madras High Court.

Educational career

Venkatraman Shastri started his educational career as a student of the National College in Trichanapalli. After that he moved to the Church Missionary Society College and eventually the Hindu College, both in Tirunelveli. He was consistently held first place in all subjects in all of his classes. Shastri passed his matriculation examination from the Madras University in January, 1899, where he also finished at the head of the class.

As a student Venkatraman was marked for his splendid brilliance, superb retentive memory and an insatiable curiosity. By deluging his teachers with piercing questions, making them uneasy, and frequently forcing them to admit ignorance he was considered a terribly mischievous student.

Although Venkatraman always scored high in subjects like mathematics, sciences and humanities, he was also proficient in languages and particularly adept in Sanskrit. According to his own testimonials, Sanskrit and oratory were his favourite subjects. Such was his mastery over the language, that he was awarded the title “Saraswati” by the Madras Sanskrit Association in July, 1899 at the age of 16. At about that time, Venkatraman was profoundly influenced by his Sanskrit guru Sri Vedam Venkatrai Shastri whom he remembered with deepest love, reverence and gratitude, with tears in his eyes.

Venkatraman won the highest place in the graduation B.A. examination in 1902. He then appeared for the M.A. Examination for the American College of Sciences, in Rochester, New York from the Bombay centre in 1903. He passed the M.A. examination in seven subjects that he had chosen – Sanskrit, philosophy, English, mathematics, history, science and another – simultaneously scoring the highest honours in all, which was perhaps an all-time world record at the time.

Venkatraman Saraswati, as he was called after receiving the title, also contributed to W. T. Stead’s Review of Reviews on topics as diverse as religion and science. During his college days, he also wrote extensively on history, sociology, philosophy, politics and literature. Reading of the latest scientific research and discoveries was his hobby throughout his life.

Mathematics

Jagadguru Swami Sri Bhārāti Kṛṣṇa Tirthaji Maharaja’s book “Vedic Mathematics” opened the floodgates of similar literature, often derived from the Swami’s 16 Sūtras themselves. His treatise is a regards speed and accuracy in basic mathematics. The Vedic Math ideal is a mental calculation and one-line notation.

The foundations of Vedic Mathematics were mentioned in the Vedas themselves and even in the Vedanta scriptures. These had lain unused for many millennia, till the Swami rediscovered them.

His book, Vedic Mathematics, comprises many algorithms. He revealed his source in the ancient Hindu Vedas. Some are intuitively reconstructed from the Atharva Veda and from Parisistas (appendix) of the Atharva Veda. “The Upaveda of Sthapatya (engineering) comprises all kinds of architectural and structural human endeavor and all visual arts (and mathematics).” His work seems to be a whole Parisistas (appendix) itself.

The ancient Sanskrit writers did not use numerals when writing big numbers but preferred to use the letters of the Sanskrit Devanāgarī alphabet. In the Vedic Sūtras the key word steps to solving many problems are given in a terse, decimal code of certain sets of rhyming syllables, within the verses of the Sūtra.[11] The fact that the alphabetic code is in the natural order and can be immediately interpreted, is clear proof that the code language was resorted not for concealment but for greater ease in verification.

The Swami had written sixteen volumes on the Vedic Mathematics field explaining all the topics of mathematical study. Alas, many advanced formula were promised but not given in his first and only book. After his 1956 life’s work manuscript on Vedic mathematics was lost in a fire at the home of a disciple, though he was going blind from cataracts, he re-wrote the manuscript in 1957 in six weeks. It was to be proofread and published in the USA but was send back to India in 1960 after his death. In 1965, this manuscript was published by Motilal Banarsidass, Varanasi, India and reprinted four times in the 1970s.

His book, Vedic Mathematics, included sixteen terse formulas for mental mathematics. For arithmetic, we are given several algorithms for whole number multiplication and division, (flag or straight) division, fraction conversion to repeating decimal numbers, calculations with measures of mixed units, summation of a series, squares and square roots (duplex method), cubes and cube roots (with expressions for a digit schedule), and divisibility (by osculation).

He gives a poem in Anusub metre, couched in the alphabetic Code-Language that has three meanings, a hymn to Lord Srī Kṛṣṇa, a hymn in praise of the Lord Shri Shankara, and the third the value of pi/10 to 32 decimal places, pi/10 = 0.31415926535897932384626433832792… with a “self-contained master-key” for extending the evaluation to any number of decimal places.

Several tests and techniques for factoring and solving certain algebraic equations with integer roots for quadratic, cubic, biquadratic, pentic equations, systems of linear equations, and systems of quadratic equations are demonstrated. For fractional expressions, a separation algorithm and fraction merger algorithms are given. Other techniques handle certain patterns of some special case algebraic equations. Just an introduction to differential and integral calculus is given.

Geometric applications are reviewed for linear equations, analytic conics, the equation for the asymptotes, and the equation to the conjugate-hyperbola. Five simple geometric proofs for the Pythagorean theorem are given. A 5-line proof of Apollonius’ theorem is given.

Advanced topics promised included the integral calculus (the center of gravity of hemispheres, conics), trigonometry, astronomy (spherical triangles, earth’s daily rotation, earth’s annual rotation about the sun and eclipses), and engineering (dynamics, statics, hydrostatics, pneumatics, applied mechanics). In his final comments he asserted that the names for “Arabic numerals, Pythagoras Theorem, and Cartesian Co-ordinates are historical misnomers.”

 

Mengapa Socrates Dikenal sebagai Filsuf Besar ?

Mengapa tokoh filsafat asal Yunani kuno ini dikenal sebagai filsuf besar, karenat Socrates tidak hanya cerdas berpengetahuan tinggi, tetapi juga sangat bijaksana.

Suatu hari seorang kawannya bertanya padanya, “Tahukah kamu apa yang saya dengar tentang teman kamu?” . Socrates tidak menjawab sertamerta tetapi ia melakukan pengkajian akan setiap hal yang diperoleh baik secara langsung maupun melalui perantara.

Socrates berkata, “Sebelum kamu menceritakan apapun pada saya, saya akan memberikan suatu test sederhana yang disebut Triple Filter Test.
Read the rest of this entry »