پاکستانی دینی مدارس و عصری تعلیمی اداروں کا سماجی تشکیل میں کردار: فقہ السیرۃ کے تناظر میں

Pakistan came into being on 14th August 1947 A.D/27th Ramazan 1366 A.H. According to the constitution of Pakistan its full name is “Islamic Republic of Pakistan”)اپاتسکن وہمجرہی االسیم.)After its existence many rulers and Citizens of Pakistan established a number of Educational Institutions. These institutions are of three types: 1. Governmental, Public Sector Educational Institutions from Primary to University level and Model Deeni Madaris. 2. Semi Government Educational Institutions. 3. Private Sector Institutions including religious Institutions. In all education policies of Pakistan, the major content was to produce patriotic, religious and well-mannered citizens for this Country. In this research article the efforts and activities of religious and educational Institutes of Pakistan will be described, who are playing their role to establish a Welfare Society in the light of Seerah.

Working Collaboratively With a Mathematics Teacher to Develop an Understanding of Discussion-Based Teaching

This small-scale action research study worked collaboratively with a mathematics teacher to develop an understanding of discussion-based teaching in a lower secondary mathematics class. The efforts were based on the rationale that working together with the teacher helps her to develop. The participating teacher develops an understanding and skills to implement discussion- based teaching in a mathematics class. It is assumed that many teachers in Pakistan consider mathematics teaching to be making the students memorize mathematical procedures and formulae, to enable them to do sums correctly. In such a situation it makes students passive learners because teachers take over the role of a mathematics knower. It is with this background this study recognizes the importance of discussion-based teaching in a mathematics class, in order to ensure that students become active learners. Before introducing discussion-based teaching the teacher's perceptions and practices of mathematics teaching had to be studied. On the basis of the reconnaissance findings an intentional action plan was prepared and implemented to facilitate the participant teacher's understanding and practices in the mathematics class. Subsequent plans and actions would remain responsive to the realization of a need for change arising out of the experiences of implementing the previous one. Data was gathered mainly through classroom observations and the teacher's interviews. The findings revealed that a teacher did in fact come to class with certain beliefs and conceptions about the way children learn mathematics. The origins of these beliefs and conceptions lay in her prior experiences as a student; and the way mathematics was taught is a result of these beliefs. The study reports some possible strategies to facilitate a teacher in gaining an understanding about the notion of discussion-based teaching of mathematics. It also reveals that as a result of coaching and critical reflections on her own practice a teacher could change her conceptions of teaching mathematics. The study concludes by presenting the challenges faced in the process and the key learning from the study as a teacher, a teacher educator, and as a researcher. Finally, it suggests a focus for further action research.