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Abstract

The current paper diagnoses the creative thinking level for third year experimental sciences ( model of Math’s syllabus ) and identifies the role of both math’s syllabus content, evaluation methods , creative thinking teaching strategies .For this reason , the researcher has heavily relied on the descriptive analytical approach , exploring a sample of 200 pupils in two high schools , for the academic year 2017/2018.Thus the problematic of the research has been as follows : -How creative are third year high school experimental sciences pupils in their thinking? -What is the role of the math’s syllabus on high school experimental sciences pupils’ creative thinking? -To what extent can the adopted evaluation methods affect the creative thinking for third year experimental sciences’ pupils? -What is the impact of the teaching strategy on the creative thinking for third year experimental pupils? As far as the research hypotheses are concerned have been as follows; ر 1-There is a kind of creative thinking for third year high school experimental sciences. 2-The content of the math’s syllabus does not contribute in the promoting creative thinking for third year high school pupils. 3- The adopted evaluation methods do influence negatively on the creative thinking for third year high school pupils. 4-The teaching strategy does not impact the creative writing for third year high school pupils. The researcher has relied in their endeavour on two parameters; 1- The creative thinking parameter, diagram (B) of Torrens Arabized by Abdullah Nafaa and Houda Bourhane Sif Eddine . 2- The content analysis and design tool from the part of the researcher. For better testing the hypothesis correctness or otherwise , levels of the creative writing have been measured through relying on the study of David Hadabi et al , The Arabic Magazine for Developing Success , issue 3, 2011), in addition to the content analysis. After analyzing findings , the researchers has concluded the following ; 1-The creative thinking level for third year high school pupils is low. ر 2-The content of the math’s syllabus does not contribute in the creative thinking 3-Evalution methods do affect passively on the creative thinking. 4-Solving problems strategy influences creative thinking . After having debated all results in the light of theoretical background and the results of the previous researches , a handful of recommendations have been suggested , namely inciting learners’ creative thinking skills . The necessity of reviewing the teaching syllabi in general and that of Maths in particular , so as to enhance the creative thinking skills coping with their cognitive qualifications , in order to reap creative abilities .