The aim of the present study was the effectiveness of training neurofeedback on executive functions in children with mathematics disorder , the quasi- experiment was conducted in this study consisted of 10 students with learning disabilities dyscalculia girls center in LOrdegan. Subjects by continuous performance tests ( Razvld , Mrsky , Sarason , Brnsvm and Beck , 1965 ) computerized version of the Tower of London ( Morris , Ahmed , Astd and Tone , 1993 ) , Stroop Test ( Stroop , 1935) and test Kvrnoldy working memory ( Kvrnoldy and Vkya , 1995 ) were evaluated to assess executive function . Random assignment to experimental and control groups were divided into two groups . Groups for 20 sessions over 45 days and the control group received neurofeedback training during 20 sessions of neurofeedback training receive no sat in front of the monitor. After testing the executive functions were measured in both groups of students. Data were analyzed using analysis of covariance . The are results indicate that neurofeedback significant effect on executive function in children with mathematics disorder .