Abstract
The purpose of this study is to analyze mathematics teaching with creative drama, in the light of the theory of didactical situations in mathematics. In the study, 18 4th grade students was offered. In the conclusion of the study, it was found that the preparation-warming up stage of creative drama corresponded with the devolution stage for the didactical situations in accordance with theory of didactical situations in mathematics, whereas the animation stage corresponded with action, formulation, validation, and devolution stages in the theory of didactical situations in mathematics, and finally, the evaluationdiscussion stage corresponded with action, formulation, devolution, and institutionalization stages.
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