کرنا ہو کسی زن کو جب کسی غم کا ماتم
چوڑی اپنے ہاتھ کی وہ توڑ دیتی ہے
سجنا چھوڑ دیتی ہے سنورنا چھوڑ دیتی ہے
پر لاحق ہو کسی مرد کو جب کوئی غم
تو کیسے کرے وہ اس کا ماتم
چوڑی آخر وہ نہ پہنے
غم میں جس کو توڑے وہ
نہ مثلِ عورت وہ بھی سنورے
ماتم میں جس کو چھوڑے وہ
کیا کرے پھر وہ بیچارا
کس کا لے آخر سہارا
ہاں اک بات آخر ہونے لگتی ہے
کہ داڑھی اُس کی وضع کھونے لگتی ہے
جبیں پہ غم سجا لیتا ہے وہ
اور بال اپنے بڑھا لیتا ہے وہ
آؤ دیکھو تو سہی میں نے
وہ سب چلن اپنا لیے ہیں
اور بال بھی اپنے بڑھا لیے ہیں
Al-Imam Nooh Ibne Abi Maryam Aljam'a is one of the well known worldly personality among the International Scholars of Science of Hadith. Unluckily, his positive personality (Ta'deel) in the Science of chain of Narrators (Ilm-e-Asmaur Rijal wa See'r) had been hidden from the sights of worldly known scholars since centuries. This research contribution is based on manuscript of Al-Istighna fee Asma el Mashooreen Bilkuna by Hafiz Ibne Abdul Bar Al-Qurtubi Al-Maliki (death: 460 hijri) found from Mufti Ilahi Bakhsh Library Kandhala India، despite of the Jarah of other scholars. The manuscript is written by Al-Hafiz Abi Abdullah Muhammad bin Abil Fatah Al-Ba'li Alhanbali (Teacher and Mentor of Al-Hafiz Al-Zahabi) (death: 709 hijri). This contribution tries to explore the personality of the great scholar as well as shower a spot light on the critic of scholars and highlight the reality of this Imam.
The world of mathematics education is progressing rapidly with new knowledge being generated through advanced research. In order to make sense of the new mathematical discoveries and information in the field of mathematics education, conceptual understanding of mathematical concepts is very essential. Moreover, mathematics teaching and learning to promote students’ conceptual understanding in the context of Pakistan is considered challenging. Nevertheless teachers try to handle the emerging challenges while teaching for conceptual understanding. This study aimed to explore the challenges of mathematics classrooms and the strategies that mathematics teachers use to promote mathematical understanding in the middle school of a private Learning Resource High School in the context of Gilgit-Baltistan. In order to achieve the research purpose, a qualitative case study approach was used to carry out this study. The participants of this study were two mathematics teachers. The tools used for the purpose of data collection were: semi-structured interviews, classroom observations, post lesson discussions, document analysis and reflective journal maintained by the researcher. The interview data was audio-taped and transcribed. Further, the data was analyzed by coding and categorizing under various themes. The study revealed that during the teaching and learning of mathematics, teachers face certain types of challenges such as English language barrier, non-availability of teaching resources and their utilization, lack of classroom culture of exploration and issues in teaching of algebraic concepts. Similarly, the study also revealed that to overcome the emerging challenges, the teachers facilitate students with the help of contextual low-cost no-cost materials, contextualizing the mathematical concepts and through the involvement of the students. This study can help mathematics teachers and educators to design various types of activities to overcome the challenges.