Examination of Creative Thinking Skills and Critical Thinking Dispositions of Pre-Service Mathematics Teachers

Creative and critical thinking play a central role in mathematics teaching and learning. These two forms of higher-order thinking contribute to individuals' problem-solving, decision-making, and knowledge generation processes. Teachers, in particular, have a significant role in fostering students' creative and critical thinking. In this context, the purpose of this study is twofold. First, it aims to examine the levels of creative thinking skills (CTSs) and critical thinking dispositions (CTDs) of pre-service mathematics teachers (PSTs), and the potential effects of gender and academic achievement on them. The second aim is to determine the relationship between the CTS and CTD of PSTs. Employing a quantitative research methodology, the study was structured around correlational model. It involved 205 PSTs, using the 'How Creative Are You?' and 'CTD Scale' for data collection. The data were analyzed through descriptive statistics, independent sample t-test, one-way analysis of variance, correlation analysis, and simple linear regression analysis. The findings revealed that the CTS levels of PSTs were above average, while their CTD levels were high. It was determined that CTSs and CTDs of PSTs did not differ significantly according to gender, while they differed significantly according to academic achievement. A medium, positive, and significant correlation was found between CTSs and CTDs of PSTs. Furthermore, CTSs of PSTs were identified as a significant predictor of their CTDs, explaining 23% of the variance in CTDs.