In this knowledge and technology era, the concerns and needs of an individual, and perspective about education as well are changing. According to Piaget, the most initial aim of education is not to train individuals who repeat the previous generations, but to train inventors who have the skill of producing new things and who are creative (Kandemir, 2006). We seek to produce students who will become “confident, eager, and self-motivated learners” and “responsible and independent thinkers”, who will “love learning and value knowledge,” who will be “open-minded and compassionate” and “fulfill their creative potential,” who will gain “competence, self-reliance and self-knowledge,” and who will display “self-assurance, curiosity, responsibility, independence and teamwork” (Jackson and Davis, 2000; from Kuhn, 2005). In order for an individual to have these characteristics mentioned above, they should primarily gain the creative thinking skills. There is no one universally agreed definition of creativity but, by considering some of the writers in the field, it may be possible to replace the notion of ‘knowing it when one sees it’ with something more specific and perhaps more tangible (Price, 2006). According to Fisher (1995), creative thinking is imaginative, inventive and involves the generation of new ideas. Guilford (1950) stated that creative attitudes, or affective traits, will encourage the child to be curious, take risks, use complex ideas and exercise the imagination (from Fisher, 1995).Creative thinking is a way of generating ideas that can in some way be applied to the world. This often involves problem solving utilizing particular aspects of intelligence, for example linguistic, mathematical and interpersonal (Fisher, 1995). Mathematics is a kind of issue that people use in all fields of daily life. That’s extremely important for an educational institution to gain its students the skill of understanding and using math. According to Brunkalla (2009) math is described as inflexible and formulaic as opposed to fun and creative. It is clear that students have higher academic achievement if they like math and have positive feelings about it. In this sense, alternative instructional methods can be useful to make math more enjoyable and to create a positive attitude towards math. Creative thinking activities are such alternative instructional methods to be used in math course.

In this concept the purpose of this study is to identify the effect of creative thinking activities on academic achievement, mathematics anxiety and attitude towards math course of 6^th class students. In terms of this research question, following hypothesis were investigated:

Hypothesis 1.

There is a significant difference between posttest scores of experiment group and control group from “Academic Achievement Test” on behalf of experiment group.

Hypothesis 2.

There is a significant difference between attitudes towards math course of experiment group and control group on behalf of experiment group.

Hypothesis 3.

There is a significant difference between mathematics anxiety level of experiment group and control group on behalf of experiment group.

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