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.

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.

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.