Learners and Teachers’ Perception of Integrating Cauchy-Vedic Mathematics in the Classroom

Ruben Leo D. Alabat and Douglas A. Salazar
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Ruben Leo D. Alabat: College of Education-Graduate Studies, Mindanao State University-Iligan Institute of Technology Iligan City, Philippines
Douglas A. Salazar: College of Education-Graduate Studies, Mindanao State University-Iligan Institute of Technology Iligan City, Philippines

International Journal of Research and Innovation in Applied Science, 2025, vol. 10, issue 5, 187-200

Abstract: Cauchy-Vedic Mathematics is an iterative process to solving systems of linear equation in two variables. This study examines the learners and teachers’ perspective on the potential benefits and challenges on incorporating Cauchy-Vedic mathematics to the classroom and its relevance to learners’ numeracy skills. This sought to identify the perceived benefits, advantages and relevance of Cauchy-Vedic mathematics on the numeracy skills of the learners and identify potential barriers and challenges in incorporating Cauchy-Vedic mathematics to teaching mathematics. Through a qualitative approach, six (6) teachers and ten (10) learners were chosen purposively as participants of the study. Thematic analysis was employed to analyze the data and relevant themes were identified in gaining the comprehensive understanding of potential benefits and challenges of Cauchy-Vedic mathematics in the teaching and learning process. Findings revealed various benefits, advantages and relevance of Cauchy-Vedic mathematics to the numeracy skills of the learners. It has a positive impact to learners’ numeracy skills, improves speed and accuracy and elicits motivation and engagement. However, curriculum constraints, lack of training and familiarity and learner resistance were identified as potential barriers and challenges. Recommendations include expanding longitudinal studies, broader sampling, comparative analysis, and enhanced teacher training. As Cauchy-Vedic Mathematics shows promise in enhancing mathematical proficiency, its integration warrants further exploration in educational settings.

Date: 2025
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