The study aimed at investigating the effect of employing the strategy (Formulate- Share- Listen- Create) (FSLC) on the 4thGraders developing their mathematical representation skills in governmental schools in Hebron governorate - Directorate of Education. In order to achieve the objectives of the study, it was applied on a purposive sample of (124) fourth graders in Al-Huda Basic Education for Girls School and El Amin Basic Education for Boys School in the Directorate of Education / Yatta. The sample included (67) Male students, and (57) Female students. The students distributed into four sections, one section in each school represented the control group (studied in the traditional method), and the other section represented the experimental group (studied according to the Form-Share-Listen and Create strategy (FSLC). The researcher designed the test of the skills of mathematical representation skills, the researcher verified the validity and reliability of the tool. The results revealed that there were statistically significant differences at the level of significance (α≤0.05) among the 4thGraders in the test of mathematical representation skills due to the teaching method and for the experimental group studied according to the strategy of the strategy (FSLC). The study revealed that there were no statistically significant differences at the level of significance (α≤0.05) in the test of mathematical representation skills due to gender, or the interaction between gender and the method.In the light of the results of the study, the researcher recommends using the teacher's guide to use the Form-Share-Listen and Create strategy (FSLC) in teaching mathematics, and training teachers to use the strategy in developing mathematical written skills (writing and presentation) and the verbal skills (speaking, listening and reading), as well as conducting further studies on the impact of this strategy in other variables and subjects. Such as solving life problems and making decision.