Although creative drama is a new method in education, its effectiveness in promoting success and motivation in classes has been well established by many studies (Ekinözü and Şengül, 2007; Duatepe and Ubuz, 2004; Duatepe and Akkuş, 2006; Akkus & Özdemir, 2006). Creative drama is the process of enacting a topic as a group deriving from the lives/experiences of the participants and by using drama techniques (Adiguzel, 2006). Creative drama in education can be regarded as a method based on experience that enables learners to learn actively, through discussing with in-group and outside-of-the group interactions, exploring and collaborating.

In constructivist approach, the individual constructs, forms, and acquires knowledge in an active interaction process with his/her environment. In drama activities, too, environments in which individuals can construct and develop knowledge by means of their lives and experience are formed (Duatepe and Ubuz, 2004). In this respect, use of creative drama in mathematics education provides the appropriate environment for students to experience mathematics, and thus, it saves students from being passive listeners. In the internalization of the abstract formulas and concepts in mathematics, the role of active learning, where students can acquire knowledge by seeing and feeling, by drawing connections with their lives, is highly important. Due to dramatic elements and plays in the creative drama method, prejudice and anxiety against mathematics can be cleared away.  The aim of the History of Mathematics course is to include the human aspect into topics of mathematics, to make the subject about human beings by relating it to people and their needs. It also aims to enable students to feel that mathematics is not a dream but real (Swetz, 1994). Students learn the 5000 year-long history of mathematics by experiencing and feeling it through given dramatic situations in the enactment stage, which is one of the stages of creative drama. Swetz (1995), who contends that this is beneficial for students, argues that when students have a varied and different experience about the scientific, cultural, and historical development of mathematics, they can understand the role of mathematics in the development of modern culture and to explore the relationship between mathematics and other disciplines. In this respect, it has been thought that a history of mathematics course where creative drama is used is a good example for a constructivist approach.

              There are many courses about oedagogic knowledge in universities that can be examples to a constructivist approach in teacher training. Thus, it is important for the quality of teacher training to evaluate constructivist learning environments, to question to what extent these environments are constructivist, and dissipate shortages if necessary (Arkun and Askar, 2010).

              The aim of this study is to determine pre-service teachers’ views on and assessment  of the history of mathematics course conducted through creative drama, which is a constructivist approach. To this end, answers to the following research questions were looked for.

              How do pre-service teachers see the history of mathematics course with creative drama from a constructivist approach?

              What are the general views of pre-service teachers on the history of mathematics course with creative drama?

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