How good
were in you Maths !! ~ remember that
when we were young, we were taught Tables !
- upto 16 – in the class, students in chorus 1 x 8 = 8, 2x 8 = 16,
24,32,40,48,56,64,72,80,88,96 ……….
This morning
SYMA conducted a Medical camp at Chennai Middle School, Ramnagar, Triplicane –
the infrastructure, class rooms, cleanliness all impressed me beyond a point !
[that will be subject matter of another post] – this about a blackboard
containing tables .. do children glued to mobiles and calculators still learn Tables
?!?!?
Perhaps
there isn't a single person who invented them.
They developed gradually in ancient civilizations. Some references put that the earliest known multiplication tables come from
ancient Mesopotamia. Babylonians wrote mathematical tables on clay tablets,
using their base-60 (sexagesimal) system. Egyptians had sophisticated methods for
multiplication, but generally used doubling rather than memorising a complete
set of tables. For example, to multiply by 13, they could successively double and
add the required quantities.
Indian mathematicians
developed and used multiplication tables extensively. The decimal
place-value system and zero, which emerged in India, made arithmetic and
multiplication much easier. By the early medieval period, Indian mathematical
texts contained systematic multiplication methods and tables. Chinese
mathematics: China also developed multiplication tables very early. The famous
“Nine-Nine Table” (九九表) was traditionally
memorised as a sequence of products from 1×1 through 9×9.
Nobody can
really be called the inventor. Multiplication itself is thousands of years old,
and tables evolved as a practical shortcut for repeated multiplication. The
“2 to 20 tables” tradition familiar in
Indian schools is much more extensive than the standard 1–10 tables commonly
taught in many Western countries. Aryabhata, Brahmagupta and Bhaskaracharya did
not invent the school multiplication tables as such. They developed and
codified arithmetic methods that made systematic calculation possible..
Before Aryabhata —
multiplication was repeated addition - 5
× 4 = 5 + 5 + 5 + 5 = 20. Indian
mathematicians explicitly regarded multiplication as a form of repeated
addition. The terminology was quite sophisticated: the number being multiplied
and the multiplier had specific Sanskrit names, and the result had its own
terminology. Calculations were sometimes
performed on a board covered with dust, hence the term dhūlikarma
(“dust work”).
Aryabhata, in his Āryabhaṭīya,
gave a systematic treatment of mathematics (gaṇita)
alongside astronomy. His importance to the later tradition is not that he
created “2 times table, 3 times table…” but that he codified mathematical
procedures in a highly systematic form. His work became the foundation for
generations of Indian commentators and mathematicians. An important point is
that these texts were written in compact Sanskrit verse, partly because
mathematical rules were intended to be memorised. So there was already a strong
tradition of learning numerical rules by heart—something that eventually fits
very naturally with the school practice of reciting multiplication tables.
About a century later
came Brahmagupta. His Brāhmasphuṭasiddhānta,
written in 628 CE, contains an extensive treatment of arithmetic, including
multiplication, division, fractions, negative numbers and zero. Consider: 347 × 26. Today we instinctively
understand that:
6
× 347 = 2082
20
× 347 = 6940
therefore
2082 + 6940 = 9022.
That depends on
understanding place value — units, tens, hundreds — and the decimal numeral
system. Indian mathematicians developed increasingly sophisticated arithmetic
using this system. Historical descriptions of Indian multiplication methods
show procedures remarkably close in principle to the long multiplication taught
in schools today.
Much later in the 12th
century, Bhaskaracharya’s famous
Līlāvatī, part of the Siddhānta Śiromaṇi,
contains extensive arithmetic and specifically discusses methods of
multiplication and squaring. Bhaskara II gives methods of multiplication that
involve arranging numbers in particular positions and multiplying their
individual digits—methods that are recognisably related to the algorithms used
later in traditional arithmetic teaching. And Līlāvatī is particularly
interesting because it doesn't merely give rules. It presents problems for
students to solve, including arithmetic progressions, interest, fractions,
geometry and other numerical problems.
The modern Indian school
tradition of Maths tables is not
something we can attribute to Aryabhata or Brahmagupta individually. Rather, it
grew out of the broader Indian tradition of: number → place value → repeated addition → multiplication rules → memorised computational
rules →
school arithmetic. The fact that Indian mathematical texts were composed in
concise, memorable verses also encouraged oral memorisation. Over centuries,
this developed into the familiar practice of children reciting tables aloud.
The traditional Indian
method of multiplication was so influential that medieval Europeans sometimes
referred to Indian arithmetic as “modus Indorum” — the method of the Indians. So when an Indian child today confidently
rattles off “13 ones are 13, 13 twos are 26…”, there is a very long
mathematical ancestry behind that apparently simple school exercise.
Interesting ! – back to
Basics ! – back to schools !!
Regards
– S Sampathkumar
4.10.2026


