This project has aim to examine how students experience their concentration ability during mathematics lessons in the mornings and afternoons, and how students’ learning can be in-fluenced by the concentration ability during mathematics lesson in the morning and after-noons respectively? Which role do the methods of learning play in mathematic depending on which time it is carried out during mornings or afternoons with regard to student concentra-tion ability? In order to find out those issues, I used two methods; (interview and observa-tion).Interview with 4 students and 3 teachers and observations of 4 mathematics lessons based on a qualitative method. In order to measure students' concentration ability during ma-thematics education on various times, I distributed questions to 23 students and repeated it during each lesson that I have observed from a quantitative approach in two classes in a sec-ondary school. In the literature I discuss the definition of concentration, and factors affecting the concentration negatively and positively. What is the relationship between concentration, learning and type of activity and how individuals can improve their learning and attention? In addition I studied two earlier studies on the concentration. Survey results show that the con-centration of students seems best in the morning and after lunch in their mathematics lessons and seems the worst before lunch and later in the school day. Generally, the results show that the concentration of students is worse during math lessons in the afternoons. The results also show that fatigue, hunger, advanced data and absent mindedness may affect concentration and learning negatively. The results also show that the activity type has great role in creating or maintaining concentration levels of pupils and the best time for math lessons are in the morn-ing and after lunch.