This study aimed at clarifying the impact of teaching according to the mathematical power on the achievement and algebraic thinking of ninth graders. To verify that, a teacher's guide was prepared in the unit of equations and teaching functions according to mathematical power. The researcher has also prepared two tests in achievement and algebraic thinking. Accordingly and its validity and reliability were measured on a survey sample. The sample of the study consisted of (57) female students from the 9th grade primary in Al Batinah South Governorate. They were divided into two groups: an experimental group who studied the unit of equations and functions according to the mathematical power and a controlling group who studied the same unit using the usual teaching method, the researcher used analytical statistics to obtain the arithmetical averages and standard deviations of performance of the two groups, also the researcher used the analysis of variance accompanying (ANCOVA) the examination of hypotheses of the study. The study results showed that: • There is a statistically significant difference at the level of significance (a < 0.05) between the mean score of the experimental group and the mean score of the controlling group in the post colleection test for the favor of the experimental group. There is a statistically significant difference at the level of significance (a < 0.05) between the mean score of the experimental group and the mean score of the controlling group in the post algebraic thinking test for the favor of the experimental group In light of these results, the study recommended that train teachers to teach accordance with mathematical power and organizing of the teaching content of mathematics in line with the dimensions of mathematical power, and development of the ability of mathematical thinking in different modes, including algebraic thinking because of its prominent role in addressing the weakness of achievement in mathematics.