LEARNING GEOMETRY IN KINDERGARTEN STUDENTS: AN EMPIRICAL STUDY INVESTIGATING THE RELATIONSHIP BETWEEN MATHEMATICAL ABILITY AND MATHEMATICAL CREATIVITY

Authors

  • Panagiotis Gridos University of the Aegean, Laboratory of Mathematics Education and Multimedia, Rhodes, Greece

DOI:

https://doi.org/10.46827/ejes.v13i1.6460

Keywords:

kindergarten, learning geometry, mathematical ability, mathematical creativity, spatial reasoning

Abstract

One of the most important goals of contemporary education is the liberation of thinking and the development of students’ creativity. The cultivation of creative thinking should begin at a very early age during the teaching process. The aim of the present study is to examine how the mathematical ability and mathematical creative thinking (fluency, flexibility, originality) of kindergarten students change following a three-month intervention program that focuses on the development of students’ spatial reasoning, their ways of perceiving geometric shapes and to develop the ability to identify different solution strategies for a given problem. Data were collected from 14 students in a kindergarten classroom, who were assessed before, during, and after the intervention program. The analysis of the results reveals interesting associations among the variables of the study.

 

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Author Biography

  • Panagiotis Gridos, University of the Aegean, Laboratory of Mathematics Education and Multimedia, Rhodes, Greece

    Panagiotis Gridos is Adjunct Lecturer in the Depertment of Primary Level Education at the University of the Aegean. He holds a PhD in Mathematics Education and his research interests focus on geometry education, mathematical creativity, spatial ability, problem solving and problem posing, and the cognitive and perceptual aspects of learning mathematics.

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Published

2026-01-08

Issue

Vol. 13 No. 1 (2026)

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