The relationship between reflective thinking tendencies of secondary school mathematics teachers and the levels of creating a constructivist learning environment

The main aim of this study is to determine how reflective thinking tendencies of middle-school mathematics teachers affect and predict their level of constructivist learning environment. The research was carried out with 442 middle-school mathematics teachers, selected from non-random sampling methods with appropriate sampling technique, working in Düzce, Karabük, Kastamonu and Çorum.Within the scope of the research, Reflective Thinking Tendency Scale and Constructivist Learning Environment Scale were applied to the participants during the data collection process.The data obtained from the study conducted in accordance with the relational screening model were analyzed in the SPSS 25.0 package program. Independent Groups T-Test, One Way Variance Analysis, Correlation Analysis and Multiple Linear Regression Analysis were used for data analysis. According to the findings obtained from the research, it was observed that the reflective thinking dispositions of teachers were at a very high level. In research, significant differences were found in the reflective thinking tendencies of teachers accordingto the variables of seniority, residence, volunteering and satisfaction. Teachers' creating a constructivist learning environment is at a high level however, it was found to be moderate in the conceptual contradictions sub-dimension. It has been determined that significant difference was found in the levels of creating a constructivist learning environment according to the variables of volunteering and satisfaction. Between reflective thinking dispositions and constructivist learning environment levels positive moderate significant relationship has been obtained. It has been determined that continuous and purposeful thinking, foresight and sincerity, open-mindedness and researcher disposition are significant predictors of mathematics teachers' constructivist learning environment. Reflective thinking independent variables explain 37% of the total variance in constructivist learning environment level.