Which is better Mental Maths Technique - Abacus or Vedic or Chisenbop by Seema R
1
vote
Gone
are the days when without apptitude in numerical ability one was able
to survive and even earn a decent living. In today's stiff competition
you need to be swift, precise, and accurate in your decisions. What you
need is not conventional approach to problem. You should be accurately
understand the problem, quickly analyse and effectively act on
solutions. To do this one needs to be master of numbers. Conventional
methods do give us solutions, but the methods are cumbersome, approach
quite monotonous and some time a simple problem will have complicated
solutions. What do we do than? The answer is Mental Maths!!!
Mental Maths has been explored by most of the civilisations, Chinese invented Abacus and derived Mental Maths based on virtual movements of beads of abacus in one's mind.
Koreans play with numbers on fingers, and don't need calculator for smaller calculations. The Korean techniques is called Chisenbop. Interestingly some so-called multinational companies claim to invent this technique which in not only incorrect, but misleading also.
One of such organisation, which has completely committed to discover the wonders of Mental Maths is Smart League Education. Experts from Smart League Education have studied these techniques in depth and exploited their full potential by integrating both the techniques and using them effectively for Mental maths calculations as well.
Practically it has been seen that if students upto the age of 14 years pick up these techniques to varied degree of proficieny. The younger the student is, the better are the chances of success, it has been observed that if interested the students of 14 or 15 years also get tremendous advantage if they are able to persist for some time. For higher age groups some time if the pace is not set correctly than the same techniques become boring. But for younger age groups if the coaching is hurried up it puts them under unnecessary stress. The sad part of the story is that for commercial interests most of the organisations club as many as 25 students of all age group and teach them with the same material. Some times this leads either younger students loosing interest in the subject as they work with incompatible high age group or big students find it boring because they have to wait for their kid-classmates who take long time to complete their work esp in the initial months.
Few of the these traditional techniques esp traditional abacus techniques do conflict with the conventional calculation techniques taught in schools, this contradiction some times result in the state of confusion for the student. The situation becomes bad to worse when school teachers and the abacus teachers, both take a rigid stand and claim that their technique is the only right technique and needs to be followed with a sense of rigidity.
It is encouraging to note that Curriculum Developement Division of Smart Leaguers, have continuously evolved these techniques and also integrated vedic techniques for the higher age group. They have systematically removed all the ambiguity from the traditional techniques and replaced them with students friendly techniques which are in sync with the way Maths is taught in the schools.
There are four different programs based on the age groups of students, this removes any undue pressure and/or monotony in the course. The programs are crisp and learning is based on stress free and fun-filled environment. Brief details of the programs are as given below: SMART MATHS : Introduction to numbers with abacus - The program is designed to initiate learning of numbers with abacus and with mental abacus - Age gp - 4 to 6 yrs students, Class compatibility - LKG to Std I
Smart League Basic+Advanced+Master Program for Grade II to Grade IV students (With less degree of difficulty) Smart League Basic+Advanced+Master Program for Grade V to Grade VII students (With medium degree of difficulty)
Power Maths : Combination of Chisenbop and Vedic techniques, Mental Maths for grade VIII to grade IX and also for the students who aspire for competitive exams where numerical ability is assessed. It is interesting to note that in Chisenbop technique, if you use only fingers for calculations, only sums of addition and subtraction limited to 99 can only be performed.
However, I have personally used this technique on visually impaired students, who were appearing for first/second years of their graduation (B.Com). The biggest problem these students were facing was that firstly they were totally dependent on their helpers.(visually impaired students are permitted to use helpers to write their papers) for any calculations to be done in statistics etc, secondly, they were getting low marks because of the mistakes made by their helpers in feeding the numbers in calculator.
When they asked me for guidance, I only told them the techniques which we practice are powerful, only if we have faith in them. We started with definitive aim that at the end of the few months, they should be able to use these techniques in their regular statisitical problems. After few sessions, in less than four months, these students were able to do any kind of five digits calculations of addition/subtraction on fingers and in mind that too as fast as calculator. For multiplication and division with the help of Vedic techniques they are able to perform complex arithmetic calculations in their mind. However I would like to amplify that the credit does not go to us, the entire credit goes to these kids who had belief in me and the techniques I taught them. Now with sufficient practice their own classmates use them for most of the calculations or for confirmation of the results in place of Calculator!!!! Is this not amazing??
On each passing day more and more people are joining the revolutions created by mental maths. We must ensure that we must take part in it in one way or the other, because, that is the only way to keep pace with future!!
For more information mental maths http://smartleague.in/index.htm for more information on Smart Maths check www.smartmaths.org
Mental Maths has been explored by most of the civilisations, Chinese invented Abacus and derived Mental Maths based on virtual movements of beads of abacus in one's mind.
Koreans play with numbers on fingers, and don't need calculator for smaller calculations. The Korean techniques is called Chisenbop. Interestingly some so-called multinational companies claim to invent this technique which in not only incorrect, but misleading also.
One of such organisation, which has completely committed to discover the wonders of Mental Maths is Smart League Education. Experts from Smart League Education have studied these techniques in depth and exploited their full potential by integrating both the techniques and using them effectively for Mental maths calculations as well.
Practically it has been seen that if students upto the age of 14 years pick up these techniques to varied degree of proficieny. The younger the student is, the better are the chances of success, it has been observed that if interested the students of 14 or 15 years also get tremendous advantage if they are able to persist for some time. For higher age groups some time if the pace is not set correctly than the same techniques become boring. But for younger age groups if the coaching is hurried up it puts them under unnecessary stress. The sad part of the story is that for commercial interests most of the organisations club as many as 25 students of all age group and teach them with the same material. Some times this leads either younger students loosing interest in the subject as they work with incompatible high age group or big students find it boring because they have to wait for their kid-classmates who take long time to complete their work esp in the initial months.
Few of the these traditional techniques esp traditional abacus techniques do conflict with the conventional calculation techniques taught in schools, this contradiction some times result in the state of confusion for the student. The situation becomes bad to worse when school teachers and the abacus teachers, both take a rigid stand and claim that their technique is the only right technique and needs to be followed with a sense of rigidity.
It is encouraging to note that Curriculum Developement Division of Smart Leaguers, have continuously evolved these techniques and also integrated vedic techniques for the higher age group. They have systematically removed all the ambiguity from the traditional techniques and replaced them with students friendly techniques which are in sync with the way Maths is taught in the schools.
There are four different programs based on the age groups of students, this removes any undue pressure and/or monotony in the course. The programs are crisp and learning is based on stress free and fun-filled environment. Brief details of the programs are as given below: SMART MATHS : Introduction to numbers with abacus - The program is designed to initiate learning of numbers with abacus and with mental abacus - Age gp - 4 to 6 yrs students, Class compatibility - LKG to Std I
Smart League Basic+Advanced+Master Program for Grade II to Grade IV students (With less degree of difficulty) Smart League Basic+Advanced+Master Program for Grade V to Grade VII students (With medium degree of difficulty)
Power Maths : Combination of Chisenbop and Vedic techniques, Mental Maths for grade VIII to grade IX and also for the students who aspire for competitive exams where numerical ability is assessed. It is interesting to note that in Chisenbop technique, if you use only fingers for calculations, only sums of addition and subtraction limited to 99 can only be performed.
However, I have personally used this technique on visually impaired students, who were appearing for first/second years of their graduation (B.Com). The biggest problem these students were facing was that firstly they were totally dependent on their helpers.(visually impaired students are permitted to use helpers to write their papers) for any calculations to be done in statistics etc, secondly, they were getting low marks because of the mistakes made by their helpers in feeding the numbers in calculator.
When they asked me for guidance, I only told them the techniques which we practice are powerful, only if we have faith in them. We started with definitive aim that at the end of the few months, they should be able to use these techniques in their regular statisitical problems. After few sessions, in less than four months, these students were able to do any kind of five digits calculations of addition/subtraction on fingers and in mind that too as fast as calculator. For multiplication and division with the help of Vedic techniques they are able to perform complex arithmetic calculations in their mind. However I would like to amplify that the credit does not go to us, the entire credit goes to these kids who had belief in me and the techniques I taught them. Now with sufficient practice their own classmates use them for most of the calculations or for confirmation of the results in place of Calculator!!!! Is this not amazing??
On each passing day more and more people are joining the revolutions created by mental maths. We must ensure that we must take part in it in one way or the other, because, that is the only way to keep pace with future!!
For more information mental maths http://smartleague.in/index.htm for more information on Smart Maths check www.smartmaths.org
About the Author
A die-hard professional dedicated to spread awareness of mental maths, owner of educational portal smartleague.inBasic Math Skills
Basic Math Skills Neglected In Schools by Terry Lessig
1
vote
Quick!
What is 9 x 12? If you learned it like I did, without even thinking,
the number 108 pops into your head. In fact, whenever you hear nine and
twelve mentioned together, two numbers automatically come to mind--21
and 108. The first is the sum of the numbers mentioned, and the last is
their product. Because of the commutative properties of addition and
multiplication, it does not matter in which order they appear; the sum,
and the product will always be the same. Not so for subtraction and
division, but that's another story. Nowadays, math is taught
differently. Memorization of such facts is not encouraged, and in some
cases, arriving at the correct answer isn't even important, but high
school graduates need solid math skills, whether headed to college, or
to work, according to the National Mathematics Advisory Panel.
Why have teaching methods changed? I have my theories, and most of them center around the sales of text books to schools. When you teach facts--the very definition of which is always true; unchangeable--you need not buy new textbooks very often.
New math notwithstanding, memorization is still best when it comes to basic arithmetic skills such as addition, subtraction, multiplication, and division of small numbers. And it's that instantaneous knowledge of the interaction between small numbers that enables us to tackle the larger, more complex ones. Without command of the times tables, attempting to solve number problems will only lead students to discouragement, poor performance, and sometimes drop out, and even failure.
How many times in a day do we use these skills in real life? You balance your checkbook, measure a room, double a recipe, figure your miles per gallon, calculate cost comparisons while shopping, and more. Hot dogs come in packages of ten, and buns are sold in eight-packs. How do you deal with that to prevent someone from eating a bunless wiener? That may be funny, but the issue is serious.
Study after study shows the US lagging behind other countries in graduating scientists and engineers.
Basic arithmetic facts, such as sum and product number pairs are easily mastered by young children, and when they instinctively know the correct answers, they are rewarded with instant gratification, a sense of accomplishment, and the desire to continue learning. These are excellent qualities to foster in a child. They set the tone for future learning and future success.
A junior high science, robotics, and rocketry teacher at a Charter School in Arizona saw his students struggling with the math portion of his classes, the necessary calculations needed to determine rocket payload and trajectory, and traced the root of this problem to their lack of the basic math skills required. Determined to help these students, who otherwise had a bright future in a scientific field, he devised an audio CD to teach them the multiplication tables that they had not been taught, and soon, they were performing as expected in the science class.
Children who take a home-study course will find themselves far ahead of their classmates who may be struggling with math in school because they lack the proper foundation. And older students who missed gaining this knowledge at the elementary level will find it easier to solve more advanced math problems after using an additional tutorial program.
The news often reports how poorly American students perform in math and science when compared to other industrialized and emerging nations, proving that despite the sizeable cost we pay for education, our schools are not getting the job done. Parents must become involved and seek out supplementary tools if they expect their children to learn, and the areas most at risk are math, science, history, and critical thinking skills.
Why have teaching methods changed? I have my theories, and most of them center around the sales of text books to schools. When you teach facts--the very definition of which is always true; unchangeable--you need not buy new textbooks very often.
New math notwithstanding, memorization is still best when it comes to basic arithmetic skills such as addition, subtraction, multiplication, and division of small numbers. And it's that instantaneous knowledge of the interaction between small numbers that enables us to tackle the larger, more complex ones. Without command of the times tables, attempting to solve number problems will only lead students to discouragement, poor performance, and sometimes drop out, and even failure.
How many times in a day do we use these skills in real life? You balance your checkbook, measure a room, double a recipe, figure your miles per gallon, calculate cost comparisons while shopping, and more. Hot dogs come in packages of ten, and buns are sold in eight-packs. How do you deal with that to prevent someone from eating a bunless wiener? That may be funny, but the issue is serious.
Study after study shows the US lagging behind other countries in graduating scientists and engineers.
Basic arithmetic facts, such as sum and product number pairs are easily mastered by young children, and when they instinctively know the correct answers, they are rewarded with instant gratification, a sense of accomplishment, and the desire to continue learning. These are excellent qualities to foster in a child. They set the tone for future learning and future success.
A junior high science, robotics, and rocketry teacher at a Charter School in Arizona saw his students struggling with the math portion of his classes, the necessary calculations needed to determine rocket payload and trajectory, and traced the root of this problem to their lack of the basic math skills required. Determined to help these students, who otherwise had a bright future in a scientific field, he devised an audio CD to teach them the multiplication tables that they had not been taught, and soon, they were performing as expected in the science class.
Children who take a home-study course will find themselves far ahead of their classmates who may be struggling with math in school because they lack the proper foundation. And older students who missed gaining this knowledge at the elementary level will find it easier to solve more advanced math problems after using an additional tutorial program.
The news often reports how poorly American students perform in math and science when compared to other industrialized and emerging nations, proving that despite the sizeable cost we pay for education, our schools are not getting the job done. Parents must become involved and seek out supplementary tools if they expect their children to learn, and the areas most at risk are math, science, history, and critical thinking skills.
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