Abstract

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.