Perceptions of mathematical creativity by preschool teachers of children on the autism spectrum

Abstract

Mathematical creativity perception has been examined in recent years among teachers and preschool teachers of typically developed children. However, very little is known about mathematical creativity in the context of preschools for children with autism spectrum disorder (ASD). Using a semi-structured interview, the present study examined the perspectives of 31 preschool teachers of children with ASD on: (a)mathematical creativity in general and among children with ASD in particular (qualitative analysis), and (b)characteristics of “creative math activities” offered in their classrooms. Creative activities were assessed according to three components: mathematical content, pedagogical principles-psychological environment involving students and physical environment; elements of creativity-fluency, flexibility and originality (quantitative analysis). The qualitative analysis showed that the preschool teachers perceived mathematical creativity in general as teaching including diverse environments, as well as encourages use of higher order thinking skills. Regarding their perception of mathematical creativity among children with ASD, no response uniformity was found. The quantitative analysis showed that the preschool teachers present mainly activities from the field of number concept. Regarding pedagogical principles extensive attention was given to the children's physical environment, while little attention was given to involving students or, in particular, to the children's psychological environment. The main research findings may serve as a basis for intervention programs that expand the underrepresented knowledge about mathematical creativity identified in the current study within teachers’ repertoires and encourage their promotion of mathematical creativity within their curricula. Implementing such changes will help better actualize the creative potential of children with ASD.