صحیح بخاری کی کتاب التفسیر کے فنی مباحث کا اختصاصی مطالعہ

The book of tafseer of Sahi Bukhari is most comprehensive book among the books of Hadith and on the basis of many features, it is considered superior to many other books of Hadith. Imam Bukhari annotates each surah one by one in his book of tafseer and constructs 114 chapters equal to the number of surah and these chapters carry 548 hadith of Zikr in which 465 are Mosool and remaining are mualaq and 100 hadith are not described before and remaining are repetitive. Imam Bukhari implements both style of description that is tafseer bil masaur and tafseer bil rai which proves the fact that Imam Bukhari supports the style of tafseer bil rai mehmood. Many Quranic information can be collected from book of tafseer for example: sabub nazool, makki & madni, ilmul qirat, ghareebul quran etc. The derivation of these features the book of tafseer of Sahi Bukhari is not the end but it is a starting point for new study.

Inquiry-Based Teaching Strategies Employed by Mathematics Teachers in Lower Secondary Classroom in Karachi

This study aims to explore the inquiry-based teaching strategies employed by mathematics teachers in lower secondary classrooms. The inquiry-based teaching strategy provides an opportunity for learners to learn mathematical concepts by 'exploring', 'conjecturing', 'reasoning', and 'evaluating' (Arendas, 1994; Jaworski,1994; Borasi, 1992). The study was conducted in a government and a private school in Karachi, Pakistan. The research participants were mathematics teachers from lower secondary classes (class 8) who had at least two years' teaching experience in mathematics. A qualitative case study approach was employed to get an in-depth understanding about the mathematics' teachers teaching practices. Furthermore, an inductive analysis was used to investigate teachers' understanding and classroom implementation of the inquiry approach. The study provided an opportunity to examine both the teachers' teaching strategies and its effects on students' learning. The findings of the study reveal that both the teachers employed low level of inquiry (cookbook) approach and seemed constrained to use a high level of inquiry (independent) due to time constraints and the need to complete the syllabus on time. Moreover, less content and pedagogical knowledge also created hindrances in teaching students through an inquiry-based approach. The study suggests that teachers need to be provided with continuous help and assessment following their participation in professional training programmes. The study will contribute towards teacher training institutions and teacher educators when they design or conduct trainings for mathematics teachers. The training institutions might consider the needs of mathematics teachers and the challenges that teachers face in teaching mathematics.