Abstract:

Mathematics does not start and end on formulas only. While examining the children’s needs you can find out that it is an investigative and experimental study. Thus, it enables stirring up their interests and willingness to widen their elementary knowledge. Mathematical education of pre-school children should be melted into actions that lead to the development of creative thinking. Being creative means going beyond the scheme, original and inventive, outstanding when it comes to unconventional thinking. Little children are able to create with no embarrassment using original ideas and their own point of view concerning the surrounding reality. While aiding the educational process, teachers should develop all these predispositions and most of all restrain from imposing their schemes, but use properly selected methods in order to provoke active work and especially creative activity. To quote Maciej Klak, there are the following displays of that creative activity distinguished:
• creative reception, processing and the use of mathematical information,
• disciplined thinking, which means overcoming the conflict between formal thinking requirements and the intuition, strongly rooted habits and the suggestion of the name,
• creative transferring the method in order to solve the given problem onto the more general issue,
• carrying out the analysis of the task’s content that has a complex logical structure.

Keywords:

Mathematic, creative, nursery school.