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Implementation of Do-Talk-Record Strategy in Lower Secondary Mathematics Classroom in Government School

Thesis Info

Author

Naz, Samina

Department

Institute for Educational Development, Karachi

Program

MEd

Institute

Aga Khan University

Institute Type

Private

City

Karachi

Province

Sindh

Country

Pakistan

Thesis Completing Year

1998

Thesis Completion Status

Completed

Subject

Education

Language

English

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676727944143

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Teaching and learning mathematics is considered a boring and difficult task by the teachers as well as students where teachers have to take whole responsibility of transferring mathematics knowledge to students and students fearfully receive this knowledge as passive recipients. My experiences a learner and later as a teacher in the same situation has stimulated my thinking about a better and effective way of teaching and learning mathematics which could invite students' active participation in their own learning. Hence I took the opportunity to conduct a study according to my interest in mathematics teaching. The focus of my study was the implementation of the Do - Talk - Record strategy in lower secondary mathematics' class in a government school. The research was carried out for five weeks and the study was designed to follow three stages (pre-intervention, intervention and post-intervention). I followed a qualitative research design because qualitative research seeks to enlarge our sense of explanation and makes things understandable by means of explanation or interpretation. The observation of classroom practice, interview of research participants and my own teaching helped me with data collection. During the pre-intervention stage, I found that the teacher's current emphasis was on rote learning. Students blindly followed the procedure directed by the teacher. The purpose of my study was to create an environment for the students in which they became self learners and, they would relate mathematics to their daily life with anintent to promote long-term memory. Through the Do - Talk - Record strategy I tried to develop discussion skills in students. For that purpose I gave students some activities. During activities I recognised some teaching approaches which helped me to know how students learn; such as learning through misconception, learning through prior knowledge, learning by doing, learning by questioning and learning through discussion. I used those approaches which enabled me to support students' conceptual understanding of fraction'. The result of this approach enabled me to suggest some recommendations, like the Do - Talk - Record strategy be introduced in the educational institutions in Pakistan on a trial basis.
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اردو اور ہندی کا لسانی رشتہ

موضوع 11:اردو اور ہندی کا لسانی رشتہ
ہندی کیا ہے؟
اکثر ماہرین زبان اس بات سے اتفاق کرتے ہیں کہ کھڑی بولی ہندوستانی کا دیوناگری روپ ہے۔ جس کی ابتداء فورٹ ولیم کالج سے ہوئی۔ موجودہ ہندی کے بارے میں یہ رائے صرف قیاس پر مبنی ہے۔اس سے پہلے کوئی تاریخی اور لسانی استدلال ایسانہیں ملتا جو ہندی کو کھڑی بولی کی روایت سے جوڑے۔دیو نام یا نام دیو اور کبیرداس کی شاعری لسانی اعتبار سے اپنے عہد کی کھڑی بولی میں سے ہے۔محض رسم الخط کی بنیاد پر اسے ہندی کی ادبی روایت نہیں کہا جا سکتا۔بالکل پدماوت، چتروالی (کتابوں کے نام) کی طرح جو اردو رسم الخط میں لکھی گئی ہیں لیکن اردو نہیں ہیں۔
بعض ماہرین ہندی کا خیال ہے کہ ہندی کی ابتدا دسویں صدی عیسوی یااس سے پہلے ہوئی۔اس نظریے کی حمایت میں جو تاریخی اور لسانی استدلال پیش کیے گئے ان کی صحت پر شبہ ہے۔ دراصل یہ غلط فہمی لفظ"ہندی" سے ہوئی جسے مغربی اور مشرقی ماہرین لسانیات نے ہند آریائی زبانوں کے مطالعے میں کثرت سے استعمال کیا ہے۔گریسن اپنی گروہ بندی میں وسطی اور اندرونی حلقے کی زبانوں کو مشرقی ہندی اور مغربی ہندی کہتا ہے۔ ماہر لسانیات ڈاکٹر سینتی کمار چیٹرجی بھی مشرقی ہندی اور مغربی ہندی کی اصطلاحیں استعمال کرتے ہیں۔اسی لفظ کو ہندی والے لے اڑے۔ انہوں نے تصور کرلیا کہ بہت پہلے قدیم ہندی ایک زبان تھی جس کی مختلف بولیوں کو بعض لسانی خصوصیات کی بنیاد پر مشرقی ہندی اور مغربی ہندی میں بانٹ دیا گیا۔اسی لیے اہل ہندی کی اکثریت آج بھی برج، فوجی، بندیلی اور اردو یہاں تک کہ بوجھ پوری، اودھی، راجستھانی اور پنجابی وغیرہ کو ہندی کی بولیاں قرار دیتی ہے۔ لیکن اس قیاس کی کوئی لسانی توضیح نہیں ہے۔ زبانوں کی اس فہرست میں اکثر وہ زبانیں ہیں...

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