The purpose of the present study was to investigate the effect of generative learning teaching based to pattern cognitive Load on the memorization Math of 7th grade students of in the academic year of 2021- 2022. The research method is quasi-experimental with pre-test and post-test with four groups: two control group and two experimental groups. The statistical population of the study consisted of all 7th grade male and female students of District 2 of Mashhad city that 112 person sample was selected by single stage cluster sampling method. The subjects in the experimental group involved in generative learning based to cognitive Load in 16 sessions and the control group did not receive any interventions. The research instrument consisted of a 20-questions researcher-made test. To analyze the obtained data, Multivariate analysis of covariance and SPSS version 24 software were used. The results showed that generative learning teaching based to approach cognitive Load have a positive and significant effect on 7th grade students' memorization Math. Based on the findings, it can be concluded that one of the effective training on Math memorization students is the use of generative learning on the based load cognitive pattern.

The purpose of the present study was to investigate the effects of selfefficacy, goal orientation and Math anxiety on Math performance of high school students, majoring in Math, in Tehran, using a path analysis model. The sample was 240 (120 male and 120 female) second grade high school students who were selected by multi-stage sampling method. Several questionnaires were used for measuring goal orientation, Math self-efficacy and Math anxiety. Also, the final exam grades were used for measuring Math performance. The results of path analysis showed that self-efficacy was not a good mediator between Math anxiety and goal orientation, but the direct paths from mastery goal orientation to self-efficacy, from performance avoidance goal to Math self-efficacy, and from Math anxiety to Math selfefficacy were significant. Finally, the modified model, with Math anxiety as mediator, was tested and indicated a better fit.

The aim of this study was to investigate the relationship of Math anxiety with Math self-efficacy and Math attitude, considering the mediating role of numerical memory via the structural equation modeling. The research adopted a correlational method. The statistical population of the study comprised secondary school students from Oshnavieh city in Iran (N= 4280) in 2019. From this statistical population, 200 students were selected as the sample using the cluster random sampling method, and were administered the Plack and Parker Math anxiety tests (1982), Wechsler Numerical Memory Scale (2003), Liu and Koirala Math Self-Efficacy Scale (2009) and the Fennma-Sherman Math Attitude Scale (1976). The structural equation modeling approach was used to examine the data using SPSS 26 and AMOS 26 software. The findings of the study indicated that students' Math anxiety is directly influenced by numerical memory (p= 0.001), Mathematical self-efficacy (p=0.01), and Mathematical attitude (p=0.1). Additionally, it was observed that Mathematical self-efficacy indirectly influences students' Math anxiety via numerical memory (p= 0.05). Furthermore, the indirect effect of Math attitude via numerical memory on students' Math anxiety was not confirmed (p=0.54).   Based on these findings, it can be concluded that it is imperative to address both Math self-efficacy and Math attitude to reduce students' Math anxiety. Consequently, it is recommended that educators create an environment that fosters a positive attitude towards Mathematics lessons and enhances students' self-efficacy in Mathematics.

This research aimed to compar the effectiveness of direct Math education and play therapy on special Math learning disorder and Math motivation. The method of this research is semi-experimental, pre-test -post-test with a control group. The statistical population was the students of the second district in Sanandaj and the statistical sample was 45 people who were selected in a purposeful way and randomly placed in three groups of 15 people. To collect data, the Wechsler test, Tabrizi et al’s academic performance test (2021) and Nemati’s Math motivation (2010) were used. The data were analyzed at two descriptive and inferential levels using SPSS software. The findings showed that direct Mathematics education and play therapy were effective with 95% certainty on special Mathematical learning disorders. Also the findings from multivariate covariance analysis to investigate the role of direct Mathematics education and play therapy on Mathematical motivation shows the influence of independent variables on dependent variables. There was no difference between the effects of direct Math education and play therapy on specific Math learning disorder. Regarding the effectiveness of direct Math education and play therapy on Math motivation, there was a difference and the effectiveness of direct education was more than play therapy.

In this study, relying on self-concept and cognitive/social perspectives, the effects of Math self-comcept, learning motivation, prior Math achievement, and gender on Math achievement were investigated, using path analysis method. To conduct the study, 304 freshman high school students, 152 boys and 152 girls, from School District #6 of Tehran completed a Mathematics self-concept and a Math motivation scale. Further, to gather data to determine the level of participants' Math achievement, their Math scores of the first semester of the academic year 1382-83/2003-2004 were obtained. Participants' Math scores of their previous year were collected to serve as a measure of their prior Math performance. The findings derived from the overall path analysis method showed that Math self-concept is a stronger predictor of Math achievement compared to prior Math performance, Math learning motivation, and gender. Scrutiny of the direct effects of the variables showed that prior Math performance has a very strong effect on Math self-concept. This effect is almost equal to that of Math self-concept upon Math achievement. This draws attention to the reciprocal role of self-concept in teaching Mathematics.

The purpose of this article is to review a common question about Mathematics, which is asked by different people in the society with various expressions such as "Is Mathematics useful?", "What is the use of Mathematics?", "How can Mathematics be used?” and it is raised; The goal is for each person to be able to answer this question and gain an understanding of it. For this purpose, information and facts such as different uses of Mathematics and Mathematicians in times of war and some great achievements of pure Mathematics for human civilization will be presented. There are also reasons for the necessity of benefiting all members of the society, including ordinary people and politicians, from Mathematics, as well as some consequences of low Mathematical literacy. In the following, some interesting things about the general public's lack of direct contact with Mathematics, not having the slightest idea of ​​what Mathematicians do, and the issue of encouraging optional Mathematics learning are described. In the end, some experiences and activities of the author in the field of promoting and popularizing Mathematics will be discussed.