Our vision is to gift children a good present that prepares them for the challenges of the future. All our courses have been designed keeping in mind individual needs as we believe no two children are alike. Our research team is in the process of continuously developing new material that challenge young minds and give them an opportunity to explore their potential and go beyond the expected and have thus taken it upon ourselves to teach young minds innovative techniques which will help them excel in this competitive world. We believe that children are the future and should be guided at every step, and so we along with parents’ take up the task of tapping the strength of each unique child.
Young Masters is a professionally managed organization pioneering in Supplementary education. We are a research driven company striving to provide innovative and cost-effective supplementary education programmes to children in one roof.
The Young Masters has unique programs designed to suit the needs of every student. The program helps children to overcome all the challenges they face learning. Our scientifically designed courses are as follows:
Speed writing .
The Abacus based Mental Math program is a well structured and proven program which helps in brain development in children from 4 years to 13 years. This helps to build a positive attitude towards mathematics
Besides enhancing the overall comprehension of maths – other important benefits of abacus maths include the following:
Boosts better and faster calculation skills.
Increases endurance for stress and pressure.
Improves problem-solving abilities.
Teaches clearer logical reasoning.
Sharpens concentration and observance.
Increases confidence in Mathematics
Improves focus and concentration
Promotes positive attitude towards education.
Enhances learning in all subjects.
Enhances memory, greater attention span.
Improves confidence to ask questions in class.
Improves overall academic performance.
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.
The purpose of this article is to explain why learning Vedic Math (VM) is a benefit to all who study it. I have been studying and teaching VM for about 12 years. During that time, I have tried to interest various segments of the general public to learn and appreciate VM. I would like to describe some of the experiences I have had so that any budding VM teachers might learn from my experiences.
The first group that I approached was, in my estimation, the most logical and the one with the greatest impact on our youth: the public school system. I was woefully mistaken in that I thought they would be greatly interested. The example that I typically give, to sum up the response I have received over the years is this: let us assume that there is a student that has been shown the traditional methodology to add and subtract fractions and they do not and cannot understand it. They have honestly tried to figure out how to solve problems of this type using the tools their teacher has provided them, but, to no avail. They just cannot figure out how to do it. By continuing to “beat their head against the wall” trying, to no avail, to understand the teacher’s approach, they are frustrated and have started down the road of hating math for the rest of their lives. I explain within one minute how they can solve problems of this type using Vedic techniques. They can now just look at the fraction problem and immediately just state the answer in five seconds or less. You would think that the teacher observing this would shout “please tell me what you told him so I can take it back to all of my other students having the same misery with fraction problems.” Unfortunately, this is not what I hear. The response I receive over and over is “I don’t like this approach.” When I ask why, they tell me “how do I know that the student knows what he is doing if he doesn’t write anything down.” I have two responses for the teacher. The first response is that the student got the right answer. The second response is that I only explained how the method works; it will take another minute or two to explain why it works. As unbelievable as it may seem, they will not accept my reasons. They would rather have the student not be able to do fraction problems, be incredibly frustrated and start to hate math with a passion. Maybe this is the reason that almost everyone in every class I have been invited to raises their hands when I ask how many of them hate math. It is a terrible situation when students aged 13-15 have to rely on a calculator to multiply single digit numbers. I have been in classes where I will ask literally, “what is 6 times 4” and they cannot give an answer. One student actually started counting on her fingers in an attempt to get an answer. This is a pervasive problem that the United States has been suffering with for some time. In the 2009 PISA Study, which tested 15 year olds in math, reading and science from the top 65 industrialized countries in the world, the United States ranked 31st in Math and not much better in the other areas. Until the education establishment in the United States realizes that their current approach to teaching math does not work and are willing to examine alternative approaches, I have the feeling that this situation will only get worse.