Department of Mathematics

The Department of Mathematics has been one of the most important departments operating from the inception of Darulmalimeen in the years 1957-59. In this educational institution, mathematics was taught alongside other subjects.

The department now operates in two parts each day, with a total of 251 students per day, of which 121 students are male and 130 are female. The department is run by three academics.


The Department of Mathematics has been one of the most pivotal departments, which has been operating since the inception of the Darulmalimeen or Teacher Training Academy. In the year 1973, the Academy of teacher’s training was promoted to the Higher Teachers' Teacher Training Institute.

In the year 1986 A.H, when Higher Teachers' Teacher Training Institute was promoted to Institute of Pedagogy, the department worked in two subjects: mathematics and physics in conjunction with two other departments of the institution. In 2003 A.H, when the Ministry of Higher Education was undergoing a series of reforms, this institute joined the University of Herat under the name of Faculty of Education. The Department of Mathematics and Physics at the Faculty of Education worked together until 2014.

In 2014, the Department of Mathematics and Physics were separated into two independent departments of mathematics and physics as a result of the proposal of professors of the department and the approval of the Academic Council for Educational and Vocational Education, the Scholarly Council of the University, and the approval of the Ministry of Higher Education. Both departments continue their separate activities independently.

 Academic objectives of the Department of Mathematics

To promote teachers’ education level to master’s and PhD

Academic communication with akin institutions such as the Faculty of Science of the University of Herat and other provinces.

Educational Objectives of the Department of Mathematics

Develop its professional skills to meet the criteria for higher education

Based on the continuous assessment of needs and the utilization of available facilities, the creation of various mathematics’ fields within the department