The effect of creativity and creative mathematics education and activities training on the mathematics activities that preschool teachers apply in the classroom

The aim of this study is to examine the effect of the "Creativity and Creative Mathematics Education Activities Training" given to preschool teachers on the mathematics activities they implement in the classroom. Mixed method was preferred in the research process. Personal information form and questionnaire were used in the quantitative applications of the research. In the areas where qualitative research methods were used, interview and observation forms were used. The research group consisted of 12 preschool teachers working in various schools. These teachers were given a 7-week "Creativity and Creative Mathematics Education Activities Training". A questionnaire and semi-structured interviews were conducted with the teachers before and after the training. In the interviews, teachers' views on the concept of creativity, the concept of mathematics education and the trainings they had received before were obtained. In addition, observations of classroom practices were also made. Research data were subjected to descriptive and inferential statistics. Qualitative application data were analyzed by content analysis method. The data obtained from the interviews were classified under categories. The results of the study show that the "Creativity and Creative Mathematics Education Activities Training" created positive changes in teachers' perspectives on the concepts of creativity and mathematics education. After the training, it was determined that teachers were more conscious about original thinking, generating different ideas and using imagination, and implemented more creative mathematics activities in the classroom. It was observed that teachers evaluated the concept of mathematics education from a broader perspective and associated it with daily life skills. In line with these results, it is recommended that regular in-service training programs be organized for teachers to continuously update their knowledge and skills on creativity and mathematics education. In addition, training programs should include hands-on training and create platforms that encourage collaboration and experience sharing among teachers.