innovative thinking among female students 9th grade in sultanate of Oman. In order to achieve this goal, semi-experimental approach was used. The achievement test of (knowledge, application, and inference) was conducted. It consisted of (10) multiple-choice questions, and (9) essay questions. In the other hand, the test of innovative thinking (fluency, flexibility, originality) it consisted of six activities after ascertainment from its validity and reliability through the right scientific means and method. Therefore the sample of study consisted of (51) students. The sample was chosen on purpose from Moatha Aladaweya School for primary education. The study sample was distributed randomly for two groups: the first one was experimental which consists of (27) students which they taught by using scamper strategy (Scamper), and the second was the control group and it consisted of (24) students that they taught through usual method, by using appropriate statistical means. Thus, the result of the study showed: 1) There were no statistically significant effect at level (ɑ≤0.05) on development of achievement (knowledge, application) which they studied mathematics by scamper strategy in comparison with usual method except inference (solving problem). 2) There were statistically significant effect at level (ɑ≤0.05) on innovative thinking (fluency, flexibility, originality) which they studied mathematics by Scamper strategy in comparison with the usual method.

innovative thinking among female students 9th grade in sultanate of Oman. In order to achieve this goal, semi-experimental approach was used. The achievement test of (knowledge, application, and inference) was conducted. It consisted of (10) multiple-choice questions, and (9) essay questions. In the...