摘要：AbstractMobile technology opens the door for next generation and let the learning occurs in anytime, anywhere and to be influence in a variety of learning contexts. The study was conducted in 329 teachers from 2352 secondary school teachers of Mathematics from 19 districts of Tehran using descriptive-field method during 2012-2013 academic years. A researcher-made Likhert-type questionnaire was developed to identify the teachers’ viewpoint of the effect of M-learning in different aspects of Mathematics learning. Twenty six questions measured the effect of different functional capabilities of mobile technology on increased motivation of learning Mathematics. Thirty seven questions measured the effect of different aspects of mobile learning on diversity of training methods of learning Mathematics. Thirty one questions measured the effect of different functional capabilities of mobile learning on students’ participation in learning Mathematics. The reliability of the questionnaire using Chronbach's Alpha was 92%. One sample T test was used to examine significance of difference among the variables supporting the effect of M-leaning on different aspects of Mathematics learning. ANOVA was used to examine the effect of teachers’ educational level and teaching experience on the effect of M-leaning on Mathematics learning. The results revealed that in teachers’ viewpoint, mobile learning has a positive effect on motivating the students towards Mathematics. Also there is a positive and significant relation between using mobile learning and students’ participation in Mathematics. Moreover, the relation between mobile learning and diversity of training methods of teachers is positive and significant. The findings of this survey show that teachers of Mathematics are interested in using the mobile technology in Mathematics learning. In their view this technology could increase students’ motivation and participation in Mathematics learning and provide the opportunity of diversity of training methods of Mathematics.
