This study reports on the implementation of a teacher professional learning programme designed
to develop teachers’ competencies in designing rich tasks that support student learning across
transitions in mathematics and physics. Primary and secondary teachers were supported to
conduct their own Practitioner Inquiry (PI) and design and implement rich tasks in their classrooms.
This study reflects on the experiences of four teachers of mathematics and physics who
collaborated as part of a professional learning community over a nine-month period. The findings
of this study were identified from analysing teachers’ reflections on their experiences of designing
and implementing rich tasks in their classrooms and examining the impact of these tasks on their
students’ learning through practitioner inquiry. Examples of rich tasks prepared by teachers will be
discussed along with the challenges identified by teachers in carrying out practitioner inquiry and
designing appropriate rich tasks.
Item Type:
Conference or Workshop Item (Paper)
Event Type:
Conference
Refereed:
Yes
Uncontrolled Keywords:
Practitioner Inquiry; Teacher professional learning; Transitions; Mathematics and Physics learning