摘要：AbstractThis research has been done to study the effects of cognitive and meta-cognitive methods of teaching in better learning and educational progress of mathematics subject .The method which used in this research was quasi-test with pre-test,post-test scheme .Tool of research was a 14-item questionnaire about mathematics subject. Reliability of tool has been measured by retesting with coefficient-coincidence of 80% and validity of questionnaire has been proved by some experienced teachers. Statistical universe of the research include all grad-one boys and girls student of ilam high schools in 2006-2007 school year (1385-1386). Statistical sample was 200 grad-one-students who were selected based on multistage random sampling method. This sample group divided to tow groups of test group. 100 students,and control group, 100 students. The test group has been disposed to 12 sessions of cognitive and meta-cognitive methods of teaching and counseled by researchers but the control group was taught by typical and common methods of teaching mathematics in schools. Then the results with use of descriptive and inferential analysis (dependent &independent t-test) were analyzed by spss software. The results of research showed cognitive and meta-cognitive methods of teaching had positive effects on educational progress of student mathematics and it is an effective method for teaching mathematics for high school student. Ther was no positive relation between of boys and girls average grades. also the results showed that there is a positive relation between average grades of girls of control group and test group and also between average grades of boys of control group and test group.
