The objective of the current study was to investigate childhood students' Mathematics creativity from their teachers’ perspectives and observations. It intended to answer two main research questions. First: Is there a significant difference at level (0.05 ≥ α) in early childhood teachers' perspectives of student mathematical creativity with respect to school type, gender and grade level? Second: Is there agreement ration between the teacher mathematical creativity scale rating and observing rating on the same scale for the same child? A group of (31) mathematics teachers randomly selected completed a Childhood Mathematical Creativity Scale on some of their students who were also observed during mathematics classes by the researcher and rated using the same scale. Results indicated that mathematical creativity is not a common aspect for childhood students' on Jordan. Kindergarten teachers rated their student the highest on creativity while third grade were rated the lowest. Also the results revealed that there is no significant difference in children creativity means with respect to school type, gender and grade level form their teachers' perspectives. Also the ratio of agreement between the teacher mathematical creativity scale rating and observing rating on the same scale for the same child was moderate.

creativity, mathematical creativity, early childhood, government schools, UNRWA schools and private schools