This open access book addresses the global challenge of achieving confident, equitable mathematics learning for meaning-making and effective mathematical functioning for the future. It is a practice‑oriented resource for teachers and other professionals, supporting the enhancement of mathematics education for meaning‑making through the use of IEA’s TIMSS data and resources. The book and accompanying teacher resource appendices offer evidence‑based, practical, and classroom‑tested resources and didactic guidelines showing how teachers can put research to work across primary and secondary grades, and demonstrate how TIMSS publications and released items can enrich students’ opportunities for meaning‑making. Drawing on the TIMSS Framework, it informs teachers about internationally shared aspirations for mathematical skills and knowledge that help students bring meaning to mathematical contexts, and provides teacher‑facing international examples of using TIMSS findings to strengthen mathematics education policy and practice.

Professor Jennie Golding is an experienced teacher of mathematics to learners aged 5-18 and beyond. Her research is focused on the mathematics education policy-practice interface, centralising teacher and learner voices. Jennie’s international work in mathematics, teacher education, and doctoral supervision has received several awards. She has contributed to multiple international large-scale studies and led the analysis and reporting of TIMSS 2023 data for England. Jennie and Rachel co-lead analysis and reporting of TIMSS 2027 data for Northern Ireland and for Wales.

Dr. Rachel Marks was a primary school teacher and mathematics subject lead in both inner-city and rural schools. Her research interests include teaching and learning across early years and primary mathematics, equity issues, and the social context of schooling. She leads the University College London, UK, MA Mathematics Education Programme.