The goal of any knowledge, including problem-solving mathematics, and the challenges within is knowledge. Gagné argued that problem solving is the best form of learning. This study aimed to survey the effectiveness of teaching the principles of creative problem solving based on TRIZ theory in solving mathematical problems in the junior high school students in Abadan city. This is a quasi-experimental, field and applied study. The statistical population was high school male students in the academic year of 2018-2018, of which an 80-person sample was selected by cluster sampling and available sample, 40 of which were in the control group and the other 40 people were in the experimental group. The experimental and control groups in the junior high school students consisted of 18 subjects for each group. Poliya’s problem-solving strategies in control group and TRIZ creative problem solving strategies (principles) as well as Poliya’s problem-solving strategies for the experimental group were taught for each group in 5 sessions and 75 minutes per each session. A 20-minute test was designed and conducted to measure problem-solving speed, and a 60-minute descriptive test was designed to measure problem-solving ability. The validity and reliability of both tests were tested and confirmed. The data collected from the test results were analyzed by independent t-test, indicating that the ability to distinguish between two means is statistically significant in the test, i.e. teaching TRIZ creative problem-solving strategies affects the ability to solve the problem of junior high school students. In addition, the results indicated that the difference between the two means is not statistically significant in the acceleration test i.e. teaching TRIZ creative problem-solving strategies does not affect the speed of problem solving among the junior high school students.
