VEDIC MATHEMATICS IN THE CLASSROOM: AN ANALYSIS OF TEACHERS’ ATTITUDES IN NORTHERN INDIA

Since ancient times, mathematics has been regarded as one of the most significant and required subjects. It is also considered a life skill to have a fundamental and practical knowledge of mathematics. Everyone, from multimillionaires to typical individuals, uses mathematics in one way or another. In the Today’s technologically advanced world youngsters depend on technology for everything. But our ancient Indian texts provide a set of Vedic Mathematics. Methods and shortcuts for solving mathematical problems more quickly and easily. Despite its historical value and possible contribution to the development of mathematical abilities, Vedic Mathematics is hardly ever taught in contemporary curricula. The present study examined Mathematics school teachers’ attitude to Vedic mathematics by gender, locality, kind of schools/type of teaching in Northern India. posts. For the present study descriptive survey research design was used. Purposive Sampling was used in this study. The study involves 30 Mathematics school teachers (teaching classes from Ist to 12th) from Northern India as sample A standardized Questionnaire titled “Teacher’s Attitude Scale towards Vedic Mathematics Approach” created by Ms. Shagun & Prof. Vishal Sood was used for the present study. Further, the mean, SD, t-test and One-Way ANOVA were used to analyze the collected data. The findings revealed that the male teachers have highly favourable attitude towards Vedic Mathematics Approach. Although teachers from urban areas have significantly favourable attitude towards Vedic Mathematics Approach than those from rural areas. Additionally, the study also reflect that type of schools (Government, Semi-Government and Private) and type of teaching posts (Primary Teachers, Trained Graduate Teachers, and Post Graduate Teachers) also affected the attitude of teachers towards Vedic Mathematics approach.