Studying mathematical literacy of students in grade 9 is the purpose of this descriptive-survey research. The random sample was 266 students from Najaf Abad. In this paper a researcher made test is used as measuring tools. This tool contains 8 problems with 14 questions that its formal and content validity are confirmed by expert in mathematical education and mathematical teachers. In this paper, Student mathematical literacy is assessed in content categories, context categories and student's function in solving problem. After analyzing data, Cronbach's Alpha (0. 73) showed the test stability was suitable. According to the results of this research students don't have desirable performance in ML assessment. These findings show a deep gap between student's mathematics world and real-world in all content and context category and mathematical processes. We hope the results of this paper make changes in educational resources, teaching methods and teacher training to raise student's mathematic literacy.

The purpose of this article is study about the relationship between middle school teacher’ s job satisfactory and their competency; also measuring the level and amount of this professional competency based on constructivism approach. The study type is applied research and descriptive (mean and frequency) and in inferential statistics part, mean, independent t-test, single t-test, and Pearson correlation coefficient methods has been used. The competency for constructivism test was used by means of questionnaire. Reliability of the constructivism professional competency questionnaire based on Cronbach's alpha was 0. 98 and for questionnaire of job satisfactory based on Cronbach's alpha was 0. 81. Middel school teachers (164 male and 177 female teaching during 2016-2017) in Baharestan area were the participants. For sampling, Census method has been used. Results of independent t-test showed that teachers have an average amount of constructivism professional competency. Based on Pearson correlation coefficient between job satisfactory and constructivism professional competency is 0. 37. In whole, results showed that teachers who have higher job satisfactory will have a higher amount of constructivism professional competency.