When we go through the history of Sub-continent it becomes clear that Islam entered in this area during the period of rightly guided Caliphs. In 92 A.H when Muhammad bin Qasim conquered Sindh and some other parts of the present Pakistan, many Tab‘een and some companions came in the Sub-continent. It is famous that Shāh Walī Allāh (d:1176 A.H) is the first person in Sub-continent who translated Holy Qur’an in Persian and urged to ponder over its meanings. But it is not true. Makhdūm Nūḥ Hālāe’ (d:998 A.H/1589A.D) translated the Qur’ān in the Persian language and he must be regarded as the pioneer of the translation works. Shāh Walī Allāh had to face opposition on translating the Holy Book. Later on, his sons followed him produced translations in Urdu. Many scholars have written tafasir (commentaries) of the Quran. When we analyze these commentaries, it seems that influence of different schools of thought is visible on them. Although Hanfi School of Thought is in the majority but there is a division in Hanfis as well. Salfi approach has also influence in Sub-continent. In some tafsir, Sufi approach can also be seen. Moudidi is the first person who presented a theory of political Islam and his tafsir Tafhīm al- Qur’ān advocates this aspect. Hameed-ud-Deen Farahi is the first person in the Sub-continent who highlighted Nazm-e-Qur’an and his student Maulānā Amīn Aḥsan Iṣlāḥī advocated his approach in Tadabbur-e-Qur’ān.
To sum up it can be said that in Sub-continent there is variety of approaches for understanding Qur’an. This is blessing of Allah Almighty that Holy Qur’an is being understood in different ways and every scholar is getting pearls of guidance as per his ability and approach.
Sources of Quranic Narrates of Syda Mariam (AS): A Critical Analysis of Orientalistic Approach Origin of the Qur’ᾱnic narrates towards Mariam Virgin (AS) has broadly been under debate in orientalist studies. Orientalist, in general, have had the opinion that Qur’ᾱnic stories of virgin Mariam were not the divine revelation; these are plagiarized and utilized from Christian apocryphal sources and literature like Arabic Gospel of infancy and Protoevangelium of James. This research paper’s questions were that according to Orientalist: is it true that the sources of Qur’ᾱnic Stories of Mariam (AS) are plagiarized from apocryphal Christian literature and Quran has done mistake about name of Mariam (AS)'s father and brother. This research is historical and textual. In conclusion, if anyone who has sincerely studied dating apocryphal literature and its dating should be able to see that his sincerity negates taking data for making Qur'ᾱnic narrates towards virgin Mariam (AS) from Christian apocryphal impacts upon Qur'ᾱnic narrate and also this paper shows that Christian developed their apocryphal literature after revelation of Quran.
Differences in students' Mathematics achievement are accounted by many factors of which gender and school system are two contributing variables. This study aimed to explore the differences in grade 10 students' Mathematics achievement across gender and school systems (public and private) in Skardu, Gilgit-Baltistan. The study sample comprised 356 grade 10 students selected through stratified random sampling. Of these, 165 students were from public and the remaining191 students were enrolled in private schools. The sample represented boys (it = 187) and girls (n = 169). A cross-sectional survey was employed and data collected through a newly developed and validated Mathematics Achievement Test (MAT). Data were analysed using the non-parametric equivalence of the independent t-test. Results showed that students' overall score in MAT was 31.5%. Furthermore, students' performed slightly better in MCQs than CRQs. Of the four content domains in MAT, information handling was the easiest. Furthermore, students' performed better in the knowledge domain as compared to the application and reasoning domains but the difference was not significant. Gender comparison of MAT overall scores revealed girls' better performance than boys but the difference was not significant (p > 0.05). Likewise, gender comparison indicated no significant differences for students' scores in MCQs and CRQs, content domains and cognitive domains (p > 0.05 for all). Within school comparison exhibited no significant gender differences in the overall performance of both public and private schools. However, within public schools girls performed significantly better in numbers & operations, algebra (p < 0.01) and lower level of cognition i.e. knowledge (p < 0.05). Nevertheless, within private schools no significant gender difference was observed in any category of MAT. However, comparison of school systems revealed significantly better performance of private schools to public schools in all categories of MAT. This study provides insights into differences in students' Mathematics performance in relation to their gender and the schools attended. It provided information about students' knowledge in various content and cognitive domains of Mathematics for policy and practice. This study can be replicated nationally using MAT. A qualitative aspect can be added to explore the reasons for students' performances in Mathematics.