The aim of this study is to measure whether there is a relationship between classroom teachers' sensitivity to creativity phenomenon and their level of mathematical thinking. While the universe of the research is the classroom teachers working in city located in the Southeastern Anatolia part of Turkey, the sample is 509 classroom teachers who work in various schools in the center of city. In the study, firstly, the SenSel Creativity-Sensitization and Self Questionnaire for Educators and Teachers was adapted to Turkish and then the mathematical thinking levels of the teachers were measured with the "Mathematical Thinking Scale". Confirmatory factor analysis was performed with the Lisrel program to test the model fit of the item-factor structure of the test during the adaptation phase, and the Cronbach's Alpha coefficient and McDonald's Omega Coefficient were calculated for reliability analyses. In the second stage of the study, the correlation of the Educators' Sensitivity to Creativity Test and the Mathematical Thinking Scale were investigated. At this stage, normality test (Kolmogrov Smirnov), descriptive statistics, Pearson product moment correlation analysis, regression analysis, T-test and single factor ANOVA operations were done with SPSS 23 program. Considering the results of the research, the Test of the Educators' Sensitivity to Creativity was adapted to Turkish; while CFA results suggested adequate model fit, the Cronbach Alpha coefficient was .96, McDonald's Omega coefficient was determined as .97 and the test was determined to be highly reliable. In the second stage, a positive significant relationship was found between the classroom teachers’ sensitivity to creativity and their level of mathematical thinking, and it was determined that the level of sensitivity to creativity phenomenon explained 22 % of classroom teachers' mathematical thinking levels. Some suggestions were made according to the results of the study.

这项研究的目的是衡量课堂教师对创造力现象的敏感性与其数学思维水平之间是否存在关联。虽然研究的范围是在土耳其东南部安纳托利亚地区的城市工作的课堂教师，但样本是在城市中心的各种学校工作的509位课堂教师。在研究中，首先，针对教育者和教师的SenSel创造力-敏感性和自我调查表适应了土耳其语，然后使用“数学思维量表”来衡量教师的数学思维水平。使用Lisrel程序进行验证性因子分析，以测试适应阶段和Cronbach's检验的项因子结构的模型拟合 计算了Alpha系数和McDonald的Omega系数，以进行可靠性分析。在研究的第二阶段，研究了教育者的敏感性与创造力测验和数学思维量表的相关性。在此阶段，使用SPSS 23程序进行了正态性检验（Kolmogrov Smirnov），描述性统计数据，Pearson产品矩相关分析，回归分析，T检验和单因素方差分析操作。考虑到研究结果，对土耳其人进行了《教育者对创造力敏感性的测验》。CFA结果表明模型拟合良好，Cronbach Alpha系数为0.96，McDonald's Omega系数确定为0.97，并且测试确定为高度可靠。在第二阶段 在课堂教师的创造力敏感性与他们的数学思维水平之间发现正相关关系，并且确定对创造力现象的敏感性解释了课堂教师数学思维水平的22％。根据研究结果提出了一些建议。