The research aimed to identify the effect of teaching with the six-dimensional strategy (PDEODE) in mathematics in developing creative thinking among a sample of sixth-grade students in the city of Damascus for the academic year (2022-2023 AD). The researcher used the quasi-experimental approach through an experimental design with two experimental and control groups, and tested Students on Torrance’s formal creative thinking scale in the two stages before and after the lessons. The sample of students in its final form consisted of (72) male and female students, who were divided into (36) male and female students for the control group who studied according to the followed teaching methods, and (36) male and female students for the experimental group who taught according to the dimensional strategy. Hexagram. After analyzing the results, it was found that there was a statistically significant difference between the scores of the answers of the students of the experimental and control groups on the post-application of the creative thinking scale, and the presence of a different effect size according to its components (fluency, originality, flexibility, and details), which indicates the positive impact of teaching according to the six-dimensional strategy in developing creative thinking. The researcher recommended using the six-dimensional strategy in the basic education stage in various academic subjects, introducing the strategy into teachers’ manuals, and suggested conducting studies on the six-dimensional strategy and building a measure of creative thinking. Keywords: Basic learning, Constructivist Teaching, Fluency, Flexibility, Authenticity, Detail.
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