البدایہ و النہایہ کا ایک مطالعہ مصدر سیرت کی حیثیت سے

Hafiz Ibn-e-Kaseer’s ‘Al-Bidaya Wan-Nehaya’ maintains a remarkable position in the field of historiography. In this valuable book, he has described the occurrences of the important nations of the past and the epochs of the previous Prophets up to his own era. Although ‘Al-Bidaya Wan-Nehaya’ is basically a book of ‘History’, yet the worthy author has referred to numerous salient events pertaining to the life and mission of the holy Prophet (SAW). A considerable portion of the book, about two thousand pages, relates to the biograph of the Holy Prophet (SAW). Hafiz Ibn-e-Kaseer’s mode of ‘Seerah-writing’ differs from all other biographers in certain aspects. There are some distinctive marks which distinguish  his biography from others. The following Article is an analytic account of the characteristic features and merits as well as deficiencies and shortcomings of ‘Al-Bidaya wan-Nehaya’ with special reference to the science ‘Seerat-Writing’ and it aims at determining its credibility as a source of Prophetic Biography

Role of Language in Teaching and Learning of Mathematical Word Problems

Word problems form an integral part of the mathematics curricula. Children often face difficulties in solving word problems especially in the context where English is used as second language such as Pakistan. In such a context, it is generally argued that the medium of instruction and linguistic limitations constrain teachers' classroom practices. Therefore, the relationship between mathematics and the language of teaching and learning is considered to be complicated; at times students grapple with the language and are unable to comprehend word problems. This study aims to explore the views and understanding of a grade eight mathematics teacher on the role of language in teaching and learning word problems in a private school in Karachi. To gain insights and initiate change, this study employed the action research model (Kemmis, MCTaggart & Rettalic, 2004) comprising two cycles. The findings of the study reveal that the teacher employed a transformational approach and seemed constrained to use problem-solving strategies. Nevertheless, the study showed that students' learning was hampered because of the way teaching was structured and carried out. Findings also revealed that students' understanding of word problems can be promoted by reconceptualising the teaching processes from product to process, by involving students in mathematical discourse and allowing learners to code switch. However, some issues explored in the study are completion of syllabus, usage of Urdu and exam-oriented teaching and learning. Based on findings it is suggested to revisit teaching and learning processes and equip teachers with different strategic approaches to facilitate students in understanding word problems. Moreover, it is recommended that change be gradually initiated in classrooms. The study, which examined a teacher's teaching strategies and its influence on students' learning, can contribute towards teacher education programmes through redesigning training, assisting teachers and teacher educators to recognise and address the interference of language in understanding word problems.