This study aimed to investigate the relationship between motivation and classroom management style mathematical concept of high school students in Tehran District 5 school year is 95-94

This study aimed to investigate the relationship between motivation and classroom management style mathematical concept of high school students in Tehran District 5 school year is 95-94. A descriptive and correlation. The population in this study to all students in third year high school students in Tehran District No.5, the volume was made up of 6953 people, of which 365 people (186 boys and 179 girls) using formula Cochran sampling and stratified random sample (stratified society ) were chosen. The data by three questionnaires classroom management styles (Wolfgang and Glickman 1986), math anxiety questionnaire (Wilson2007) and academic motivation questionnaire (Abdkhodaie 1387) were collected. Validity and reliability was approved on the basis of the standard classroom management style questionnaire tool (68/0) in math anxiety questionnaire (vary from 850) and the Academic Motivation Inventory (91/0) for the study of different Cronbach alpha It is calculated. To analyze the data, descriptive statistics (percentages, average frequency) as well as at the level of inferential statistics, Pearson correlation coefficient and regression analysis were used in all aspects of the teacher's classroom management... The results showed that student's mathematical motivation is effective classroom management style. The data analysis also showed that statistically there is a relationship between motivation in mathematics and math self-concept. The findings also showed that motivation and classroom management style have a significant effect on student's math anxiety.