In this paper we describe the relationship among the creativity power, the creativity attitude and the scholastic achievement of mathematics learning. The experiment involved 130 participants from the second grade junior high school students. For the creativity power, we made a new creativity test of "the linear function" and used the test score. For the scholastic achievement, we used the test score with "the linear function". For the creativity attitude measurement, we used a Creativity Attitude Scale (CAS) that was developed by Saito, N. We examined the correlation coefficient and the causal relationship among the creativity test score, the creativity attitude scale score and the scholastic achievement test score. The results are as follows: - The correlation coefficient among the creativity test score, the creativity attitude scale score and the scholastic achievement test score is very low. - There is a casual relationship among the creativity test score, the creativity attitude scale score and the scholastic achievement test score i.e. the students that get higher creativity attitude scale score also get higher the creativity test score and the scholastic achievement test score. However it does not occur conversely. - As for the students that get higher creativity attitude scale score, the scores of the diffusion, the fluency, the flexibility and the originality of all factors that composed the creativity attitude get higher. - As for the students that get higher score of the flexibility, the scores of the diffusion, the fluency and the originality of factors that composed the creativity attitude get higher. - As for the students that get higher score of the originality, the score of the diffusion, the creativity attitude scale score and the scholastic achievement test score get higher.
