Purpose: The purpose of this study was to determine the effectiveness of teaching robotic structures on critical thinking and creativity and mathematic learning of Junior High School studnts. Method: The present study was a quasi-experimental design with pretest-posttest design with control group. The statistical population of this study includes all Tehran Junior High School studnts in 6th district of Tehran in the academic year 1396-1397. Using multistage cluster sampling, 40 subjects were randomly assigned to two experimental and control groups. To collect information, Torrance Creativity Questionnaire (1992), California Critical Thinking (1990) and mathematical lesson test were used to measure students' learning. Before the training, the questionnaires were completed by two groups of experimental and control groups. Then, in the experimental group, robotic structures were trained for 12 sessions. After completing the training, both groups were tested. Data were analyzed using descriptive and inferential statistics (single-variable covariance analysis). Findings: education with robotic structures has a significant effect on the creativity dimensions of initiative, flexibility and expansion of Junior High School studnts and on the dimensions of evaluation, inference and deductive reasoning of 'critical thinking as well as thehas effect on students' mathematic learning. The training of robotic structures does not have a significant effect on the fluidity of creativity and in the dimensions of the analytic and deductive reasoning of critical thinking. Conclusion: education with robotic structures has effect on creativity, critical thinking and mathematic learning of Junior High School studnts and increases creativity, critical thinking, and improving their mathematical learning.
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