5-6 Yaş Çocuklarının Matematik Kavramları İle Yaratıcılıkları Arasındaki İlişkinin İncelenmesi

Abstract

This study aims to explore the relationship between children’s knowledge of mathematic concepts and creativity skills. Relational screening model was used in this quantitative study. The study group consists of 81 children who are 5-6 years old, attending public kindergartens in Ankara. As data collection tools, Bracken Basic Concept Scale-Revised Form and Torrance Creativity Thinking Test-Figural Test A Form was used. The findings of the study indicated that there is a positive relationship between the total scores of children’s creativity and total scores of mathematic concepts and it is also revealed that children’s creativity skills predict their mathematic concepts. Besides, there is a positive relationship between mathematic concepts scores and the elaboration and abstractness of titles subtests of creativity and elaboration and abstractness of titles subtests of creativity predicts mathematic concepts. In addition, a positive relationship was found between total scores of creativity and number, comparison, direction-location, quantity and time-ordering subtests of mathematic concept; and it is found that direction-location subset predicts creativity scores. No significant difference found between the subtests of children’s mathematic concepts in terms of gender and age but only number dimension scores differ significantly in terms of gender. Children’s’ mathematic concepts scores (number, shape, quantity and total score) change significantly in accordance with mother’s education level; whereas mathematic concepts scores do not change in terms of fathers’ education level. Also, children’s originality creativity scores differ significantly according to their gender and resistance to premature closure scores change significantly in terms of mothers’ and fathers’ education level.