88 - High School Student in Hauppauge, USA teaches Vedic Math in India


ISSUE No. 88

A warm welcome to our new subscribers.
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 or tell us about a course or talk you will be giving or have given. 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 about a young student who is spreading the word about Vedic Math in India and the USA.



We are delighted to announce the publication of a new book:
"Vedic Mathematics Proofs - Validation of the System of Vedic Mathematics."
By D K R Babajee and K R Williams.

It is a technical book that proves the methods of Tirthaji that he himself did not include in his introductory book. The task of constructing these proofs threw up several variations of the methods and sutras that were not previously noted, so these are also included. It also proves various methods that have been developed from Tirthaji's work, by other researchers.

You can see the book and details at: http://www.vedicmaths.org/Bookstores/BookstoreWorld/Bookstore.asp
(at the bottom of the page).

We hope the publication of this book will lay to rest any remaining misconceptions regarding the scope and significance of Tirthaji's ground-breaking work.


The interest in Pebble maths has been gaining ground so strongly this past year that it is necessary to run a training course for those people who want to teach children and adults to be creative and joyful in their approach to maths . This course is open not just to teachers but to parents, to people with an irrepressible interest in mathematics, to educators of those with learning differences and generally anyone who wants to experience the beauty of the harmonics in mathematics.

It will be held during the first two weeks in January 2014 in Northern New South Wales Australia.

Pebble Maths creates a strong foundation in the basic understandings that make the later Vedic work obvious and simple .The students who begin with Pebble Maths and continue their studies are always finding new ways to 'see' the essence of a calculation and look for and discover new approaches.
Please contact Vera Stevens at
for more information .

For more on Pebble Maths see: http://www.pebblemaths.org/


A free 100-step course will be available on website www.vedicganita.org. It is to commence from 15 July, 2013.

Ganita Sutras are the powerful system. From first letter to the last letter of the whole text of Ganita Sutras including Ganita Upsutras, there is a complete mathematical organization along geometric format of coverage range from Earth to Sun. Conceptually, in one sentence it may be said that Ganita Sutras avail the organization format of hyper cube 6, the representative regular body of real 6-space.

Ganita Sutras being the Vedic scripture, it is complete in itself and is of self referral features because of which the values of Ganita Sutras unfolds from within the Sutras themselves and as such Ganita Sutras can be interpreted in terms of Ganita Sutras themselves.
Ganita Sutras manifest the principle values of its systems while Ganita Upsutras manifest the complementary values inherently, these manifestations Sutras focus upon Sutra 1 for sequential unfolding of their systems including that of Ganita Upsutras as well. However, Ganita Upsutras as well manifest as a complete system in itself whose sequential unfolding flows from within Ganita Upsutra-1 itself.

Ganita Sutra-1 text avails precisely sixteen letters which supply sequential structural keys for the whole range of Sutras 1 to 16 in that sequence and order. The conceptual overview of this organization feature is along the dimensional synthesis process of reaching dimension of dimension level and the emerging parabolic coordination thereof distinctively for even and odd orders of dimensional spaces.

Ganita Sutras remain dormant for centuries. In our times, with efforts of Swami Bharti Krishna Tirthji Maharaj, subject gathered momentum. Somehow, the values of the system have remained confined to the illustrative demonstrations worked out by Swami Ji. And, the subject has already shown visible science of stagnation which are bound to make Ganita Sutras again to be dormant, if the things are permitted to remain in the present state. To come out of the present state need is that let us go to the basics of the system starting with the organization format of Ganita Sutras.
Dr. S. K. Kapoor


A Kindle book by Kenneth Williams showing 20 lessons of Vedic Maths is now available at a very low price.

Amazon USA / International

Amazon Canada

Amazon UK

P.S. If you use another regional Amazon website, type "How To Really Calculate In Your Head" into Amazon's search box.


Vitthal Jadhav has recently published a Kindle book on amazon.
Modern Approach to Speed Math Secret, May 2013.
See: http://tinyurl.com/mlxk8pw


Some videos by Sarwan Aggarwal are available at YouTube:
Taste of Sutras: http://youtu.be/LumVGKomAgw

Subtractions by Sutras

Subtractions as Game

Subtraction by Zones

Subtraction using Negative Numbers


Our school year (2 classes a month) for vedic math came to an end on May 19th with the final test. Kids did amazing. The next school year will start in Sept'13.
I was invited for a workshop at Stonybrook University for their annual "Asian American Festival". It was an honor to show VM tecniques to people of all ages (26- 79) (12 attendees) from different countries like China, India, Japan and USA. They were amazed with the simplicity of the techniques.

I will be giving an intro lecture on June 9th for "Rotary club of long island , NY". I was approached by its president asking me to initiate once a month lecture pending participants response to the intro class. I am confident that I'll be called back.

Sangeeta Ahuja, batch 2


The fifth teacher training course has made an excellent start with much interest and enthusiasm from the participants.


Since the mention in the previous newsletter we have heard from some other teachers who are teaching Vedic Maths as part of the school curriculum.

ARTICLE for VM Newsletter 88

High School Student in Hauppauge, USA teaches Vedic Math in India

Varun Mehta is an 11th grade student at Hauppauge High School in Long Island, New York. Varun came across the Vedic Mathematics when his mother was taking online certification course offered by Mr. Ken Williams of Scotland, U.K. Along with his mother, Varun watched vedic math videos delivered by Mr. Williams and studied the concepts of Vedic Math system. Greatly inspired by the power and potential of this system, Varun made an effort to learn more about vedic mathematics and learned about its application to improve efficiency in the solution of simultaneous equations. He also studied a published article discussing the use of Vedic Math system in addition and subtraction of binary numbers.

These motivated Varun to share his knowledge with younger students. An ideal platform was provided by the Community Action Service (CAS) program. CAS program is a core course for students working towards IB diploma curriculum offered by his school. A student has to complete a project for the benefit of the community as a part of this program.

Emulating Mr. Williams, Varun investigated the possibility of remotely teaching a course in the Vedic Mathematics to school students in a small village in India. Although the Vedic Mathematics originated in India, it is not popular and rarely discussed in the Indian school system. Furthermore, during his visits to India, Varun had observed that students, particularly in small villages, have great desire to learn but do not have access to proper facilities and schooling. This idea was introduced to a school in the small village of Nizampur, India. The high school teachers in these schools were very enthusiastic about the idea and promised to provide all the facilities they had for this purpose. However, there were two problems. The first one was medium of instruction. Students in the village understood Hindi, the national language in India. Hence, it was necessary to know the language to give proper education to the students. The second problem was frequent electricity cuts and poor internet connection in this village. It would be necessary to have a type of instruction which the students could view at their own convenience.

In order to overcome the hurdle of language, Varun improved his Hindi language skill which he had picked up through trips to India and by taking classes in a Hindi school. In order to overcome the second problem of electricity and internet connectivity, Varun decided to record his classes a week ahead of schedule and to make teaching videos. This also gave Varun the flexibility of correcting most of the problems that he would have with Hindi language before finalizing the class session. Although, it required Varun to invest enormous amount of time to develop the class work in Hindi, he enthusiastically performed the task, recording and rerecording the sessions.

Varun would then upload each session from New York with homework questions at the end of the session. The high school teachers would then download the lecture at the night time when electricity is available and internet speed is good enough for the download. The next day, this session would be played in the classroom for the benefit of seventh and eighth grade students.

Varun has finished 4 such videos, and so far the response has been very overwhelming. Students in the Village of Nizampur have taken one exam on vedic math, the results of which have been very satisfactory. More and more students want to enroll in this course and so far the school has been able to handle two batches of about thirty kids each. Currently, the school is not in session due to summer vacation. However, Varun will continue with his video recordings once the school starts again in mid-July 2013.

Locally, this has inspired many youths because it serves as an example of how one can make a difference in remote corners of the world, it is not always necessary to be physically present to make a difference. All that is needed is a good vision, local support and proper guidance combined with determination and enthusiasm to make a difference.

End of article.

Your comments about this Newsletter are invited.
If you would like to send us details about your work or submit an article or details about a course/talk etc. for inclusion, please let us know on

Previous issues of this Newsletter can be viewed and copied from the Web Site: www.vedicmaths.org
Please pass a copy of this Newsletter on to anyone you think may be interested.

Editor: Kenneth Williams

Visit the Vedic Mathematics web site at: http://www.vedicmaths.org

4th July 2013



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