Mathematics learning in higher education today focuses on the need to enhance students' diverse creativity through learning process. To address this challenge, this study introduces the Differentiated Instruction based on Lateral Thinking Techniques (D-LTT) framework. It provides an overview of D-LTT, demonstrates its application in a numerical methods course, and evaluates its effectiveness through a quasi-experimental approach and semi-structured interviews. The data were collected from two student groups during the first semester at an Indonesian University. The hypothesis testing obtained a p- value of 0.009 at 5% significance level, indicating that D-LTT has a significant effect on students' mathematical creativity. Additionally, the effect size test, which was conducted after ensuring the normality, homogeneity and balance, revealed that D-LTT effectively increases students' mathematical creativity. The attention to individual differences and the provocations during the challenging and alternative phase stimulates the emergence of new ideas that contribute to the improvement of individuals' mathematical creativity.