Abstrak One purpose of mathematics teaching is developing creative and critical thinking and problem solving skills. Involving senior high school students from three different school clusters in Bandung and using synthetitical and analytical approaches with divergen and convergen intervention, the study investigates students’ critical and creative mathematical skills. The instruments consist of two sets of non-routine essay tests. The data were analyzed using ANOVA, Tukey test, and Chi-Kuadrat. The study found no difference between students’ critical and creative mathematical thinking skills of synthetitical and analytical approaches with divergen or convergen intervention classes. Both were classified as fairly good and better than that of conventional class. Besides, there was an interaction between school clusters and teaching approaches. School clusters tended to be more consistent with students’ critical and creative mathematical thinking skills. The higher the school cluster the higher the students’ mathematical thinking skills. The effectiveness of divergen and convergen intervention was, however, influenced by school clusters. A medium assosiation was also found between students’ critical and creative mathematical thinking skills.