بحضور استادِ محترم خواجہ غلام قطب الدین فریدی
(سجادہ نشین دربارِ عالیہ گڑھی شریف)
فریدالدینؒ کی حاصل جسے محبت ہے
اُسی فقیر یگانہ سے مجھ کو نسبت ہے
نہیں ہے آپ کو رغبت کوئی بھی دنیا سے
خوشا! کہ آپ کو شعر و سخن سے رغبت ہے
عطا کیا ہے مجھے آپ نے وہ ذوقِ سلیم
مرے خیال میں اب بے پناہ وسعت ہے
ہوئی ہے فکر بہت نعت میں رواں میری
قسم خدا کی یہ اُن کا ہی فیضِ نسبت ہے
رہِ سخن پہ جو میں ہوں چلا تو میرے حضور
قدم قدم پہ مجھے آپ کی ضرورت ہے
مجھے یہ فخر ہے تائبؔ ہوں آپ کا تلمیذ
میں خوش نصیب ہوں میرے لیے سعادت ہے
Inheritance is a key issue in the Islamic Knowledge base. Its importance has been clarified in Qur’an and Sunnah. The Holy Prophet Muhammad (ﷺ) has referred to it as half of the knowledge and has ordered of seeking inheritance and warned that this will be eliminated first from my Ummah, and also notified that this is volatile nature of knowledge which get lost after memorization if not fully cared and practiced. In the light of above mentioned Hadīths it is worth consideration to make knowledge of Inheritance practicable in everyday life. A reason could be that the arithmetic means used for the solution of Inheritance problems is complicated and time consuming. There it is important to introduce such easy and short arithmetic rules for the solution of Inheritance problem that are easily understandable by both the scholars as well as the common man. This will result in making Inheritance easy to handle and hence will become practicable. In a hadith it is stated that near the day of judgement there will be a conflict between two persons in an Inheritance issue and they will not find a scholar to resolve their problem. In this Article an Introduction and comparison of old and new easy arithmetic principles are made in scholarly manner to introduce new easy methods and draw the attention of the people to such a valuable knowledge and relieve the Phobia of the people regarding it.
Teaching is a complex phenomenon as teachers perform a wide range of activities for variety of purposes. Understanding quality of mathematics teaching is even more complex as different people have different perceptions of 'effective' mathematics teaching. Educators from international context describe effective mathematics teaching a way teachers presents the subject matter to. the learners so it arouses their interest towards learning. Effective mathematics teaching for some is to provide caring environment where students learn mathematics independently and collaboratively. In other contexts, effective teaching is considered as engagement of students in worthwhile tasks to helps them create connections between different mathematical concepts and also between mathematics and everyday experiences. The literature review suggests that effective teaching is not a universal trait as its notion is different in different contexts. Also, it is very important to study notion of effective teaching among different stake holders within a context to make sense of teachers' and students' action in the class. The purpose of this study was to explore the notions of students, teachers and head teachers about effective mathematics teaching in union council Chatorkhand Gilgit-Baltistan. I selected three high schools two from government education department and one AKES, P school for this study. Six mathematics teachers, three head teachers and thirty six students participated in this study. I used semi structured interview and classroom observations to collect the data. The findings from the verbal data from students, teachers and head teachers reveal that these stakeholders to a great extent have similar notions about effective mathematics teaching. They all consider that collaborative interactive teaching is better for students' learning as compared to individualistic and teacher centered teaching. However, the classroom practice in that context does not fit with their understanding of best teaching. It seems that they do not teach in a manner which they consider best, though they still consider it their best teaching.