In developing countries like Pakistan, learning mathematics in schools is considered to be different from using it in daily life situations primarily because, approaches to teaching and learning mathematics sometimes do not encourage pupils to see connections between the two. Therefore, pupils often find it difficult to solve their daily life mathematical problems inspite of studying mathematics for several years in schools. In order to explore, how can the teacher relate the teaching of mathematics to pupils' daily life experiences (DLE)?, I conducted a study embedded in qualitative inductive research paradigm, in one of the primary schools in the private sector in Karachi, working with two mathematics teachers and 86 pupils of grade 4. The study consisted of three phases (entry negotiation, pre intervention, and intervention). The main purpose of the study was to find out how concrete experiences from DLE can make mathematical learning less abstract, and help pupils see connections between learning of mathematics in schools and its use in their daily life situations. The ongoing process of data analysis and interpretation was based on the predetermined major themes related to the research questions followed by sub themes emerged from the data collected. The study identifies some of the major issues concerning the teaching of mathematics through pupils' DLE. One of the findings suggests that the use of pupils' DLE in the teaching of mathematics as concrete mathematical representation helps them learn mathematics with understanding. On the basis of the findings this study puts forward some recommendations in relation to the teaching of mathematics. With additional professional support, teachers can design mathematical activities from pupils' DLE such as shopping, sports and so on. These activities can be used to relate the teaching of mathematics to pupils' DLE ensuring the relational mathematical understanding.
وہ۔۔۔! میں خانقاہ کا دروازہ کھولتا وہ میرے پیچھے پیچھے مست چراغ کی الست روشنی میں! باغ عدن میں لکھی۔۔۔! نثری نظموں کی ظہر اور عصر کی کتاب سینے سے لگائے چلی آتی ارضی زخموں کو تاثیر مغرب اور آب عشاء سے دھوتی اپنی گود میں۔۔۔میرا سر رکھتے ہوئے! مر مری بانہوں میں لیے۔۔۔حواؑ کی طرح لپٹ جاتی لوبان و صندل سلگاتے ہوئے! آفاقی چاندنی میں زخموں پر ماہتابی مرہم لگاتی تہجد شناس نظروں سے دیکھتی۔۔۔! کنواری کرنوں جیسے ہونٹوں سے چومتے ہوئے! اسمائے عشق کا سینے پر دم کرتی پھر محبت پہ درود۔۔۔چاہت پہ سلام پڑھتے ہوئے فجر کے حوالے کرتے ہوئے۔۔۔نہ جانے کیوں چلی جاتی ؟ بس لمس کی حدت۔۔۔! بوسوں کی لذت چھوڑ جاتی ہے
Islam being a complete code of life encompasses all aspects of a person’s personal and social life. Islam considers those as Muslims who submit to the will of Allah Almighty in all aspects of life. Islam is not merely a matter of private life and its worship system is not restricted only to a set of rituals, but has pervasive social consequences and develops a strong sense of moral society based on system of rules around center of universal concept of justice. Therefore, Islam proposed institutions with relation to justice, governance, cooperation and solidarity for achieving high economic growth and development. Achievement of development and growth of economy is fast in a society or country if it has developed human capital (human resource). Human capital is developed when education is imparted and facilities of health and sound life are provided to human beings. According to Islamic principles, if human beings cannot afford proper education in the society (or other facilities such as health care) then those who are well off endow their properties in Zakat, Awqaf (plural of waqf) and Charities for their better development and nourishment. These properties when endowed as Awqaf are deployed for propagation of education (knowledge, skills, training etc.) by establishing Madrassas (schools, maktabs, colleges, universities etc.) libraries, translating books, and conducting research. In Islamic society there were many Awqaf founded for establishing Madrassas. This paper is dedicated to discuss the development of human capital through education funded by Islamic Awqaf by reviewing literature.
Reviewing the previous theories and models developed for dislocation/dislocations interactions, the relation for the creep rate is modified for low temperatures suggesting that the behaviour of stress relaxation rate is logarithmic in nature. A self-consistent stress relaxation model is discovered for the accurate measurement of activation energy in relaxation rate processes. A single barrier stochastic model of low temperature creep is developed defining dynamic recovery processes; shape of the dislocation is obtained by force balance equation, then using computer model the average dislocation velocity is cal¬ culated showing that it never becomes zero. A new force balance equation is used. The dislocations move by forming bulge, and unzipping tendency increases as the strength of the barrier increases contradict Foreman and Makin model (68); the average velocity of dislocations increases with the increase in the size of the array, but for small size the average velocity for each array will be different except where it is constant. Also the dislocations after covering a short distance reach a steady state velocity due to coupling effect between strong and weak barriers. Similarly the dislocation jump approaches an average or steady state velocity after travelling two or three times the insert distances. The deformation on slip plane is contro¬ lled by the rate of motion of the pileup nearly equal to velocity of sound.