The objectives of the study were: (1) To find the relationship of intellective variables (Intelligence, creativity and mathematical achievement) with the mathematical creativity of the children. (2) To find the relationship of non – intellective variables (i.e. socio – economic status, home environment and institutional environment) with the mathematical creativity of the children. (3) To study the difference in the mathematical creativity of children due to high and low socio – economic status, sex differences, urban – rural differences, school wise differences and differences due to home and institutional environment.

The hypothesis of the study were: (1) There will be significant relationship between the intelligence and mathematical creativity of children. (2) There will be significant relationship between creativity and mathematical creativity of children. (3) There will be significant relationship between the mathematical achievement and mathematical creativity of the children. (4) There will be significant relationship between the socio-economic status and mathematical creativity of the children. (5) There will be significant relationship between the institutional environment and mathematical creativity of the children. (6) There will be significant relationship between the home environment and mathematical creativity of the children. (7) There will be no significant difference in the mathematical creativity of children with high and low socio – economic status. (8) There will be no significant difference in the mathematical creativity of children with rich and poor in home environment. (9) There will be no significant difference in the mathematical creativity of children with rich and poor institutional environment. (10) There will be no significant difference in the mathematical creativity of girls and boys. (11) There will be no significant difference in the mathematical creativity of urban and rural children. (12) There will be no significant difference in the mathematical creativity of children studying in public and traditional schools.

The sample consisted of randomly selected 540 students of VII Class from Himachal Pradesh.

Test of Creative Thinking in Mathematics by Moghe, Group Test of General Mental Ability by Tandon, Creative Activities Check List by Torrance, Achievement Test in Mathematics by Prakash, SES Scale by Kulshrestha, Home Environment Inventory by Misra and Institutional Environment Scale developed by researcher were used for data collection.

The data were analyzed using Mean, SD, Correlation and t-test.

The findings of the study were: (1) Intelligence is significantly and positively correlated with mathematical creativity. (2) Creativity and mathematical creativity are not significantly correlated with each other. (3) There is significant positive correlation between the mathematical achievement and mathematical creativity. (4) Socio – economic status have positive and significant correlation with mathematical creativity. (5) Home environment is significantly and positively correlated with mathematical creativity. (6) That there is significant and positive correlation between institutional environment and mathematical creativity. (7) It is observed that mean score of creativity of higher SES group is significantly higher as compared to low SES group. (8) The children with rich home environment are at significantly higher level on mathematical creativity as compared to the children with poor home environment. (9) Mean score of mathematical creativity of children with rich institutional environment is significantly higher as compared to the group of children studying in poor institutional environment. (10) The mathematical creativity of boys is significantly higher as compared to girls. (11) The mathematical creativity of urban children is significantly higher as compared to rural children. (12) Mean score mathematical creativity of public school children is significantly higher as compared to the children studying in traditional school.