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.

This study explores the motivational components within teacher rating systems and their impact on professional growth motivation. Employing a systematic review approach, it investigates texts pertaining to teacher rating systems, motivation, and professional development literature. By examining various texts and research findings on teacher motivation, factors influencing teacher ratings based on general, specialized, and professional competencies, as well as experience, are identified. Drawing parallels with Herzberg's motivational theory, this study provides recommendations to bolster teacher motivation and job satisfaction through improvements in the rating system.

Background and Objectives: The use of efficient teaching methods has always been one of the fundamental issues in educational systems. Creating change and innovation, and using active learning methods can play an important role in coordinating content and educational methods (Dehghanzadeh & et al, 2013). The dropout rate and low performance of Iranian students in national and international Mathematics exams indicate the fact that current educational approaches have not been able to convey Mathematical concepts and knowledge well (Zianejad Shirazi & Gholtash, 2019). The interstice difficulty of concepts, skills and arguments in Mathematics on one hand, and the inefficiency of teaching methods, lack of transparency in educational goals, and the declining academic motivation of learners on the other hand cause many learners to unable to achieve desirable results in Mathematics give rise to their disgust and discouragement. This lesson has been done (Sheivandi, 2017). One of the active methods of learning is gamification. The term gamification means using the elements and mechanics of games in a non-game environment or inducing a sense of play in an environment in order to motivate and attract people to perform specific activities and solve various problems (Kapp, 2012). Gamification was first invented in 2002, however it was not well received until 2010. In 2011, a lot of academic research and studies began to form around it, although over time, a number of educational institutions still do not use it as an educational approach. However, the truth is that in places where this system has been implemented, good results have been obtained (Safai & Rikhtegarzadeh, 2018). Gamification is the use of mechanics, dynamics, and game components such as stages, badges, points, competition, cooperation, and rewards in non- game fields to change behavior. (Asmuni & et al, 2019). Although several studies have been conducted in recent years in the field of gamification inside the country and abroad, still, most studies have comparatively examined gamification as a general method and compared it to traditional methods, even so, fewer studies have examined the effect of the constituent elements of gamification. Therefore, in this study, the effect of competition and cooperation gamification elements on learning and motivation in fourth grade Math Mathematics course has been studied.Methods: In this study, quasi-experimental method and pretest-posttest design with three experimental groups and one control group were used. First, the status of the groups was determined with a pre-test score and then the effect of independent variables on dependent variables was investigated. The statistical population of the study included all male students in the fourth grade of elementary school in Divandarreh, who were studying in the academic year 2020-2021. The statistical sample size consisted of 64 fourth grade students consisting of two classes of 32 people who were randomly selected from all classes in the city area of one school. The research samples were randomly assigned to four groups of 16 people. The research instruments included researcher-made learning tests and motivation questionnaire of Aminifar and Saleh Sadeghpour whose reliability coefficient was calculated with Cronbach's alpha criterion for learning test, 0.93, approach motivation, 0.81, and avoidance motivation 0.87. The learning environment of the experimental groups was presented simultaneously and separately for ten sessions using the competition, cooperation and team competition of gamification elements and the control group in the common approach. Findings: The obtained data were analyzed in two sections: descriptive statistics and inferential statistics. In the descriptive statistics section, in order to identify the patterns governing the data, mean indices and standard deviation were examined. Kolmogorov - Smirnov test was used to determine the parametric or non-parametric data and to select the appropriate statistical test to assess the research hypotheses. Based on the results obtained from this test, at a significant level of five hundred learning and motivation variables in each of the groups of control, competition, cooperation and team competition have a normal distribution (Pvalue>0.05). In the inferential statistics section, multivariate analysis of covariance (MANCOVA) and Tukey post hoc test were used to test the research hypotheses. In order to test the assumptions of MANCOVA, Box test was used to examine the homogeneity of covariance matrices and Levin test was used to analyze the homogeneity of variances and the homogeneity test of regression coefficients. Data analysis in inferential statistics showed that with a significance level of less than 0.05, the use of competition, cooperation and team competition of gamification elements was effective on learning and motivation and a significant advantage in gamified environments over learning (P <0.05) was not observed. Additionally, data analysis showed that (p<0.05) the cooperation and team competition of gamification elements were more effective on increasing motivation than only competition.Conclusion: The analysis of data obtained from pre-test and post-test showed that the use of competition, cooperation and team competition of gamification elements has been effective on learning curve of the students. Findings of this study is consistent with the results of research done by Batooli & et al (2018), Safai & Rikhtegarzadeh (2019), The results also showed that the use of competition, cooperation and team competition of gamification elements reduce avoidance motivation and increases approach motivation. These findings are also consistent with the results of research by Kotob & Ibrahim (2019), Arezi (2020), Cunha & Barraqui & de Freitas (2018). All the above researches have achieved significant results regarding the effectiveness of using gamification on motivation. However, the results of this study on the effect of gamification elements on achievement motivation are in conflict with the studies of Turkmen & Soybas (2019), Mekler & et al (2017) Lin & et al (2017). Nonetheless, the results showed that there is a significant difference between the approach motivation of the gamified groups with the elements of cooperation and team competition, and the approach motivation of the gamified groups with the element of only competition. In other words, the use of the cooperation gamification element has a greater effect on increasing approach motivation than competition. These results are particularly consistent with the researches of Morschheusera & Hamarib & Maedchea (2019), Fekri (2016), Ter Vrugte & et al (2015). The results of the present study in line with these studies showed that the use of gamification in the form of team competition and cooperation has been more effective in increasing the motivation of learners than the competitive mode. Gamification with the element of team competition and cooperation by enhancing learners’ attention, risk-taking power, confidence, group reward, shared responsibility, and reducing anxiety and stress of failure, has been more effective on participants motivation than gamification with the element of only competition.

The current study is an attempt to compare the effects of game-based and traditional teaching methods on third grade male students' motivation and progress in Math in Tehran City. The research method is quasi-experimental and it is based on pretest-posttest procedure involving a control group. The sample included 60 third grade male students which were equally divided into experimental and control groups through available sampling method. The researcher first selected a primary school in District 7 of Tehran, and then two classes out of its four third grade classes were selected. Afterwards, one of the classes was detrmined as the control group and the other as the experiment group. The measurement tools of the research comprised (1) Math motivation questionaire, (2) researcher-made achievement test and (3) Ryan's IQ test. Descriptive statistical mehtods (mean, standard deviation, etc.) were applied to analyze data, and covariance was applied in drawing conclusions. The results found through data analysis indicated that there is statistically significant diference between the means of motivation and educational progress of the students trained through game-based method and the students trained through traditional method. That is to say, motivation and achievement levels of students who had been trained through game-based teaching methods were more campared to motivation and achievement levels of the students who had been trained through the traditional methods. Thus, it can be concluded that the teaching style plays a substantial role in increasing students’ motivation and academic achievement.