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This chapter deals with school-based mathematics teacher leaders’ development of expertise to support teachers’ learning and use of mathematics inquiry-based tasks. It is based on a national Australian project, reSolve: Maths by Inquiry, that included the development of a coherent suite of mathematics inquiry tasks for Foundation to Year 10 students and engagement of potential teacher leaders in professional learning activities to promote and support colleagues’ implementation of the tasks in their teaching. The chapter presents theoretical perspectives and research studies on mathematics teacher leaders and expertise, the nature of the reSolve tasks, overview of the learning activities for the teacher leaders, and the expertise developed by the teacher leaders based on their perspectives of the tasks and using them. The goal is to highlight professional learning activities and characteristics of expertise for implementing inquiry-based tasks and teaching that could form the basis of future work and research with mathematics teacher leaders/educators.

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Teacher Leaders’ Expertise for Supporting Colleagues’ Use of Inquiry-Based Mathematics Tasks

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  • 发表日期：

    2026年

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  • Kristen Tripet,
  • Olive Chapman

摘要

This chapter deals with school-based mathematics teacher leaders’ development of expertise to support teachers’ learning and use of mathematics inquiry-based tasks. It is based on a national Australian project, reSolve: Maths by Inquiry, that included the development of a coherent suite of mathematics inquiry tasks for Foundation to Year 10 students and engagement of potential teacher leaders in professional learning activities to promote and support colleagues’ implementation of the tasks in their teaching. The chapter presents theoretical perspectives and research studies on mathematics teacher leaders and expertise, the nature of the reSolve tasks, overview of the learning activities for the teacher leaders, and the expertise developed by the teacher leaders based on their perspectives of the tasks and using them. The goal is to highlight professional learning activities and characteristics of expertise for implementing inquiry-based tasks and teaching that could form the basis of future work and research with mathematics teacher leaders/educators.