Abstract
Researchers are interested in task design in distance learning. This task design is critical in emergency education that uses distance learning. The present research investigated mathematics and science teachers' task design in distance learning during the emergency education due to COVID-19. Fourteen teachers participated in the research: seven mathematics teachers and seven science teachers. The data collection tool was the interview, and the data analysis tools were deductive and inductive content analysis, where the deductive analysis was based on the didactic situation framework. The research results indicated that the participating teachers could utilize the technological tools to design tasks that encourage the students' devolution regarding the activities that they carry out. Furthermore, the use of the potentialities of the distance learning platforms enabled successful communication between the participants in the didactic situation. It is recommended that quantitative research is used to investigate the ways in which the various components in the design could affect students' learning.