a study of dependence between culture and learning mathematics

Social and cultural environment of a community may influence on the teaching and learning processes of its people. Teaching mathematics is not an exception to this principle. Generally providing mathematical concepts and their teaching and learning procedures in different educational degrees requires people's interaction with each other and with their cultural and social environment. In this research therefore, efforts have been made to compare mathematical performance of students with their cultural marks through mathematics exam scores and questionnaire using surveying and correlation methods. Therefore, relying on the correlation coefficient test with a significance level of 0.05, the results of the study on the relation between cultural and mathematical scores of girl students of third grade of high school at zones 1, 7 and 16 of Tehran indicated that there is a positive correlation coefficient between cultural and math scores of students. Therefore it was concluded that there is a significant correlation between math and cultural scores of students. In other words, higher cultural score is the higher will be the math score and vice versa. Considering this result, we can study on culturalization of schools and community of students with a new method so that teaching and learning mathematics process is improved.