Abstract
New ideas and inventions are needed in the globalizing world in order that societies can be survived. To achieve this, there is a need for teachers and prospective mathematics teachers who will guide these students, who have creative ideas, make new inventions and generate new ideas in the educational environment where individuals are educated. Creative thinking skills should be used at the highest level in order to achieve a more permanent learning and ensure interdisciplinary transition. Creativity is defined as sensitivity emerging against problems. For this reason, importance of the noteworthy that opportunities should be given prospective mathematics teachers to develop creative thinking skills and have more time for designing creative products. Although each individual has creative thinking skills, it is very important to determine how using tendency of creative thinking skills and factors that will activate this tendency do change in accordance with different variables. So it was aimed to determine the level of creative thinking tendencies of prospective mathematics teachers and examine this level in terms of different variables. Marmara Creative Thinking Tendency Scale were applied to prospective mathematics teachers. According to the results obtained, it was declared that the creative thinking tendencies of the prospective mathematics teachers were in the group consisting of the "good" range in the total score section.
Highlights
1.1 Introduce the ProblemThinking is the most basic feature that distinguishes man from other living things
In order to apply creative mathematics education in the classroom, appropriate mathematics curricula and teachers who should know and can apply creativity in the mathematics education are needed (Kandemir, 2006). It has been encountered a number of studies in the literature regarding creativities and creative thinkings of prospective mathematics teachers, but it has not been encountered any study on creative thinking tendencies of them
The Mann-Whitney U test was used to determine whether there was a significant difference between the views of the prospective mathematics teachers in accordance with different variables which was not distributed normally, and the Kruskal Wallis test was used in accordance with the variables showing significant differences
Summary
Thinking is the most basic feature that distinguishes man from other living things. According to Turkish Language Society (TDK, 2015) the thinking is defined as the examining and comparing information to arrive at a conclusion, and producing information by benefiting interest between them, and forming mental powers, and reasoning. It is important to improve the creativity skills of prospective mathematics teachers through practical training For this reason, in our study, it was aimed to determine the level of creative thinking tendencies of prospective mathematics teachers and examine this level in terms of different variables. In our study, it was aimed to determine the level of creative thinking tendencies of prospective mathematics teachers and examine this level in terms of different variables In accordance with this purpose, the answers were sought for the following questions: 1. 2. Do the creative thinking tendencies of prospective mathematics teachers differ significantly in accordance with gender?. 3. Do the creative thinking tendencies of prospective mathematics teachers differ significantly in accordance with high school from which they graduated?
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