A Comparative Study Of Mathematical Attitude Of Students Studying Mathematics Through Vedic And Non-Vedic Methods

Abstract

This comprehensive paper presents a detailed exploration of a comparative study investigating the mathematical attitudes of students engaged in learning mathematics through Vedic and non-Vedic methods. The study addresses two central hypotheses: firstly, whether there exists a significant disparity in mathematical attitude among students studying through Vedic and traditional methods, and secondly, whether there exists a noteworthy variance in mathematical attitude concerning gender.

Mathematics education stands as a cornerstone for developing critical thinking skills, problem-solving abilities, and fostering positive attitudes towards quantitative reasoning. Across the globe, educators employ various teaching methodologies, ranging from traditional approaches rooted in conventional pedagogy to innovative methods such as Vedic mathematics, inspired by ancient Indian mathematical principles. The efficacy of these diverse pedagogical strategies in shaping students' mathematical attitudes remains a subject of scholarly interest and practical significance.

Extensive literature underscores the pivotal role of mathematical attitude in academic achievement, cognitive development, and career aspirations. Ma and Kishor (1997) conducted a meta-analysis affirming a strong correlation between attitude towards mathematics and achievement in the subject. Similarly, Hirsch and Shakeshaft (2001) examined the influence of gender on mathematical problem-solving ability and attitude, shedding light on the nuanced interplay between brain lateralization and socio-cultural factors.

While previous research has delved into the effectiveness of various teaching methods, including Vedic mathematics, in enhancing mathematical skills and attitudes (Bharati et al., 2013; Agarwal & Bindra, 2017), a paucity of studies directly compares the mathematical attitudes of students learning through Vedic and traditional methods. This study aims to bridge this gap by conducting a rigorous comparative analysis.

Two hypotheses guide this investigation. Firstly, it posits that there exists no significant difference in mathematical attitude among students studying mathematics through Vedic and traditional methods. Secondly, it proposes that there exists no significant difference in mathematical attitude with respect to gender. These hypotheses serve as the focal points for data collection, analysis, and interpretation.

Methodologically, the study adopts a quantitative research design, employing surveys as the primary data collection instrument. The survey encompasses validated scales to measure mathematical attitude, complemented by demographic inquiries, including gender. Participants are selected through convenient sampling from educational institutions offering both Vedic mathematics courses and traditional mathematics curriculum. This sampling strategy ensures a diverse representation of students from varying backgrounds and educational settings.

The collected data undergoes meticulous analysis, encompassing descriptive statistics and t-tests to examine the hypotheses rigorously. Preliminary findings reveal comparable mean scores for mathematical attitude among students learning through Vedic and traditional methods. Moreover, gender differences in mathematical attitude appear negligible, indicating a uniformity in attitude across genders. These initial results lay the foundation for further in-depth analysis and interpretation.

The discussion section elucidates the implications of the findings within the broader context of mathematics education. It underscores the potential equipoise in fostering positive mathematical attitudes through both Vedic and non-Vedic methods, irrespective of gender differences. Furthermore, it advocates for pedagogical diversity and inclusivity in curriculum development, acknowledging the multifaceted nature of mathematical learning and student preferences.

Mathematics education serves as a cornerstone for fostering critical thinking skills, problem-solving abilities, and logical reasoning among students. Across the educational landscape, educators grapple with the challenge of imparting mathematical concepts effectively while nurturing positive attitudes towards the subject. This expansive introduction delves into the significance of mathematical attitude, the evolution of teaching methodologies, and the rationale behind conducting a comparative study to investigate the impact of Vedic and non-Vedic methods on students' mathematical attitudes.