This study set out to explore the experiences of two practicing teachers trying to implement a problem solving strategy in mathematics teaching. During the data collection period, I worked very closely with two teachers, working in a private secondary school, to introduce the problem solving strategy in teaching mathematics in classes seven and six. I collected data for this study over a period of seven weeks. I gathered the data through participant observation, interviews and conversations. I also maintained a journal throughout the period of data collection where I noted important points, my feelings and new questions that were emerging. I reflected deeply on my role as a teacher researcher, teacher educator, and classroom teacher. The dissertation contains thick descriptions of planning, teaching and post teaching interactions that highlight the delicate relationship the researcher had, with the participant teachers, over the period of the study. Teachers faced numerous challenges, which included difficulties in class management, difficulties in questioning and difficulties in planning for teaching. Similarly I faced a number of challenges that ranged from lack of expertise in joint planning and joint teaching to difficulty in transforming existing curriculum materials to fit the problem solving approach to the teaching of mathematics. I was particularly inspired to carry out my study in this area of mathematics education, by the appeal of the constructivist learning theories, and the pedagogical power that the constructivist theory seems to promise. I have argued that although the problem solving strategy is undoubtedly a good way of teaching and learning mathematics, learning to teach in that manner needs extra commitment, and collaboration among teachers. I have also argued that it is a bit over optimistic to assume that all teachers will become expert curriculum developers, with the ability to design curriculum materials consistent with the problem solving approach, hence, the need to develop and make such materials available to teachers, if substantial change in mathematics teaching is to occur.
سلطان ابن سعود افسوس ہے کہ پچھلے دنوں عالم اسلام کی دو نامور شخصیتوں سلطان ابن سعود اور مولانا سید سلیمان ندوی نے اس عالم آب وگل کوخیرباد کہہ کر عالم آخرت کی راہ لی۔ حجاز کی سرزمین قدس مہبط وحی، حامل بیت اﷲ اور مولد و استراحت گاہ نبی (صلی اﷲ علیہ وسلم) ہے اوراسی بناپر اس کی خاک مسلمانوں کی جبین عقیدت وارادت کی افشاں اوراُس کا ذرہ ذرہ اُن کی آنکھوں کاتارا ہے۔ اس نسبت سے مسلمانوں کوسلطان مرحوم کے ساتھ بھی کہ وہ پاسبان حرم ہونے کا شرف رکھتے تھے، قلبی وروحانی تعلق تھا۔ اس کے علاوہ مرحوم میں ذاتی طورپر چند در چند ایسے اوصاف وکمالات تھے جن کے باعث تمام مسلمانوں کے دلوں میں اُن کی بڑی عزت وعظمت تھی۔عادات وخصائل،طبعی میلان ورحجان اورظاہر و باطن کے لحاظ سے وہ اور اُن کی حکومت متنبی کے اس شعر کے مصداق تھے: حسن الحضارۃ مجلوب’‘ بتطریۃِِ وفی البدواۃ حسن غیر مجلوب مرحوم سیاسی اعتبار سے نہایت مدبر،بیدار مغز اورروشن دماغ ومستقل مزاج تھے۔ اُن کے عہد کا سب سے بڑاکارنامہ یہ ہے کہ حجاز صحیح معنیٰ میں بلداًا ٰمناً اور اس کا حرم درحقیقت مسلمانوں کے لیے حرم بن گیا۔انھوں نے فتنہ پرور و مفسد قبائل کی سرکوبی کرکے پورے ملک میں امن وامان اس طرح قائم کردیا تھا کہ ایک بڑھیا بھی تن تنہا اپنے مال واسباب کے ساتھ مکہ معظمہ تک بے خوف وخطر سفرکرسکتی تھی۔اس کے علاوہ مرحوم نے حرمین شریفین کے باشندوں کے لیے دینی و دنیوی تعلیم کابندوبست کیا اوراُن کی اقتصادی زبوں حالی جواُن کے لیے سب سے بڑی مصیبت تھی اُس کامداوا اس طرح کیا کہ آج وہاں فارغ البالی اور معاشی رفاہیت وخوش حالی کادوردورہ ہے۔حجاج کی راحت وآسائش کاسلطان مرحوم کو خاص خیال رہتا تھا اوراس سلسلہ میں وہ ایام حج میں صحت...
Humankind has been granted a special status due to its being vicegerent of Allah on earth for he has been entrusted with the responsibility to keep order in the world according to the directives of its Creator. Humans are guided by Prophets in history. Some of these Prophets have got greater value, sphere and depth of influence on humanity due to different factors. Muhammad (Peace Be Upon Him) is the last Prophet of Allah, for the eternity and whole humanity. After him, Islam is completed for all times to come. Islam is a complete code of life; education and training constituting its crux. Prophet Muhammad (Peace Be Upon Him) was greatly concerned and cognizant of education and training of his followers which is evident from multifarious events of his life. Major emphasis was laid on training coupled with education and both are, thus, inevitably interlocked with each other. It is clear that education was considered an assimilation of knowledge and training was taken as its reflection in daily life. The verses of the Holy Quran and sayings of the Holy Prophet (Peace Be Upon Him) bear a perfect testimony to this aspect of foremost significance. The earlier people in the fold of Islam were much concerned about training and nurturing, hence they avoided mere memorization of facts. The present paper is an attempt to discover the compatibility between education and training in the light of the paradigm of secret of the Prophet (Peace Be Upon Him) of Islam.
Curriculum development is a dynamic and continuous process, it is subject to change in view of the changing socio-economic and political scenario. It is changed when it is not consistent with the national aspirations and goals of education. It is changed when it loses balance, integration and relationship within and among various disciplines. Biology as an important scientific discipline, has been gaining currency doing the last three decades, and plays significant role in the field of science. It helps in understanding ourselves, our environment and the world around us. Such were the guiding spirit that inspired the researcher to study in depth the nature and process of changes and developments of biology curriculum offered at secondary level in Pakistan Since 1 960. The main objectives governing the study are to study the nature of changes brought about in biology curriculum, to identify factors and forces warranting such changes, to identify the problems and issues inhibiting proper implementation of die curriculum in the class room and also to formulate guide-lines for not only correcdng the situation but to make it more responsive to the challenges of the 21stcentury. The study is hoped to in faience the policy of the government and will provide feed back on the operational status of the curriculum. The study is descriptive in nature and is based on documentary analysis and field assessment of the execution of the subject in the class room. Documentary analysis is based on critical review of all related documents formulated from time to time by the government on biology. The field analysis is based on comments observations of the heads of institutions teachers, biologists and educationists on the nature, scope and relevance of biology curriculum, the infra-structure and the instructional facilities provided for effective teaching of the subject. On the basis of analysis and other situational factors, it is concluded that biology curriculum has been widely diversified in nature and scope and has been sufficiently expanded vertically and horizontally. But wide margins have been left for changing its descriptive nature, ensuing its integration within itself and among other scientific disciplines and projecting more its social aspect and practical approach to the solution of social problems, besetting the society. The subject further needs to be future oriented not only perceiving the future problems of the society but incorporating the explosive nature of knowledge and information, shifting its classical and traditional mode of instruction to the emerging innovative use of sophisticated instructional technology in teaching of biology curriculum in future.