Özet:

The main objective of this study is to determine how much high school mathematician reflective thinking trends impact the levels of creating a structurating learning environment. The research was carried out with 442 high school mathematicians who worked in the provinces of Düzce, Karabük, Kastamonu and Zorum, with the appropriate sampling technique selected from non-selected sampling methods. In the framework of the study, participants were applied the Reflective Thought Trend Scale and the Structural Learning Environment Scale in the process of data collection. The data obtained from the work carried out in accordance with the Relational Scanning Model were analyzed in the SPSS 25.0 package program. For the analysis of the data, the Independent Groups T-Test, the One Direction Variant Analysis, the Correlation Analysis and the Multi-Direction Regression Analysis were used. The findings from the research found that teachers’ reflective thinking tendencies were very high. It has been shown that teachers create a structural learning environment at a high level, but conceptual contradictions are at a low level at a medium level. A meaningful relationship has been achieved in the positive middle-level between the reflective thinking trends and the levels of creating the structural learning environment. Continuous and aimed thinking, predictive and genuine thinking, open thinking and research trends have been found to be meaningful contributors to the levels of mathematics teachers creating a structurating learning environment. The independent variables of reflective thinking describe 37% of the total variation at the level of creation of the structural learning environment.

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