Abstract In this study, it is aimed to introduce the term “mathematical curiosity” to the literature and to examine the views of classroom teachers in order to create and develop mathematical curiosity in students by starting from the concept of curiosity. For this purpose, the researcher conducted a semi-constructivist interview with 15 class teachers who were randomly selected using the phenomenological method, one of the qualitative research patterns. The classroom teachers were asked 5 questions about how they handle mathematics in general and what effect mathematical curiosity can have on the students. It is concluded in the study that it is a rather demanding but necessary task to draw the students' curiosity, interest and attention on the subject while teaching mathematics, which is abstract. Therefore, it is considered necessary for ”mathematical curiosity" to be handled within the education system and improved through studies on it by both teachers and researchers. Parents can be interviewed about curiosity and how to increase the mathematical curiosity of their children and various practices can be made accordingly.
Keywords: Mathematical curiosity, curiosity, mathematics teaching, classroom teacher