This study investigated the effect of math multimedia teaching on mathematics self-regulation and learning at the junior high school girls students in Iran in the 2012-2013 academic year; and has been performed with quasi-experimental methods (quasi experimental). For this purpose, we selected two classes of first grade school in velayat educational complex in Harsin city (Iran) that have random arrangement and their Mathematics was taught by a teacher; and randomly assigned were considered one class as experimental group and another class as control group. The total respondents were 60 (29 cases in the experimental group, and 31 cases in control group). To collect the data used from regulated learning strategies questionnaire (MLSQ), and were used lesson math final scores for assessing students' learning. After the pretest in two groups, experimental group were taught by multimedia applications, and control groups by common mode. Dependent and independent t-test was used for data analysis. The results showed that, although the self-regulation and academic performance of students with math learning software were taught in the control group was outperformed, But this advantage was not significant at %95 confidence level. Among the reasons for lack of significant assumptions in this study, it can be noted to non-observance of the principles of multimedia in software used, teachers' lack of familiarity with how to use new technologies and how to combine it with traditional, Students' unfamiliarity with new methods of teaching and Students' lack of proficiency in the use of computers.
