Education of creativity-based mathematics in pre-schools of Isfahan

In this study, mathematical concepts taught in pre-school centers in Isfahan And the innovative teaching and evaluating methods was conducted .
This is a descriptive-analytic study. In this work, after studing preschool math books, entrance mathematical exam papers, relevant articles and the mathematical concepts taught in the leading countries, three questionnaires related to mathematical concepts required in pre-school, various teaching and evaluation methods were developed and their reliability and validity were assessed. Then using the random cluster sampling method, 70 preschool were selected in two different educational regions and the three questionnaires were distributed among thair teachers. To analyze the data, one sample t- test, ANOVA and chi-square test were used.
The results showed that the essential concepts such as rowing troubled numbers from one to ten, one to one correspondence of symbols from one to ten and counting hidden bugs, are rarely taught. It was also found that for training chidren, instead of using creative ways, the question and answer method is often used, and assesment of children's learning is significantly based on viewpoint of parents. Investigation of the relationship between education level and work experiences of teachers with teaching concepts, showed no significant effect. Finally, with regards to the findings, practical solutions were presented to improve the current situation.