Abstract:

The field of mathematical creativity has been researched extensively, particularly among school and kindergarten teachers and students in regular education (Shen & Edwards, 2017). However, very little is known about kindergarten teachers' perceptions of children's mathematical creativity on the autism spectrum disorder (ASD). Children with ASD tend to demonstrate executive functions disabilities, such as cognitive planning and mental flexibility (Van Eylen et al., 2011) required for the development of creativity.

The proposed study has two main aims:
(a) to examine mathematical creativity perceptions among kindergarten teachers for children with ASD in relation to themselves and to the children;
(b) to examine characteristics of the activities perceived by kindergarten teachers as creative regard to creativity elements accepted in professional literature (fluency, flexibility and originality).

The sample included 30 kindergarten teachers for children for ASD. All the kindergarten teachers had special education expertise. Semi-structured interviews constituted the main research tool and included two main parts: the first deal with questions about the kindergarteners' perception of mathematical creativity in relation to themselves and in relation to the children; The second part deal with descriptions of kindergarten teachers' activities which they perceive as developing mathematical creativity. Analysis of findings combined qualitative and quantitative methods (Mixed Methods): the first part a qualitative-thematic method be employed, and in the second – quantitative methods examined the use of creativity components.

Findings indicate three main themes:
1. Mathematics for kindergarten children with ASD - why and how? It is evident that most kindergarten teachers see great importance in the development of mathematical thinking in kindergarten. Few noted that greater importance is attached to communication aspects. Additionally, kindergarten teachers seem to make mathematics-related adjustments for children according to their characteristics (e.g., concrete thinking, need for repetition).
2. ASD and Mathematical Creativity – do they belong together?
It is evident that some kindergarten teachers described the children's mathematical creativity difficulties, deriving mainly from their unique characteristics such as pattern thinking, lack of flexibility and fear of change. In contrast, other kindergarten teachers saw the children's characteristics as a point of strength that allows for creative thinking such as broad imagination and thinking in a different way.
3. Ways to develop creativity - All kindergarten teachers treated diversity in ways of teaching as a central way in developing children's creativity. They described the meaning of diversity in ways of teaching, exposure to different teaching environments, using diverse means of illustration and linking activities to daily life. Furthermore, it was found significant differences between kindergarten teachers' use of the various components in describing creative mathematical activities. The fluency component was found to be higher than the components of flexibility and originality. The findings deepen the understanding of developing creative mathematics activities tailored to the unique characteristics of this population. Also, the research findings may assist in mathematical creativity intervention programs for kindergarten teachers.

Keywords:

Mathematical creativity, Autism, kindergarten teachers, perceptions.