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Volume 4: Teaching and Learning Mathematics with Meaning

Volume 4: Teaching and Learning Mathematics with Meaning

Using and Applying TIMSS

Mathematics is about more than knowing procedures or getting the right answer. It is about developing reasoning skills, understanding mathematical ideas, and knowing how and when to use mathematics in different situations.

Volume four of the IEA Research for Educators series explores meaning-making in mathematics teaching and learning, looking at how evidence from IEA’s TIMSS (Trends in International Mathematics and Science Study) can support it. Through practical examples, classroom-based reflections, and research-informed guidance, it helps educators strengthen students' conceptual understanding, mathematical reasoning, and problem-solving skills.

The volume is accompanied by a range of open-access resources designed to help teachers, teacher educators, and professional learning communities put TIMSS evidence into practice through reflection, discussion, and classroom application.

  • Theory: Volume four provides a theoretical reference for mathematical meaning-making using insights from TIMSS
  • Practice: The highlighted chapter three presents six country case studies illustrating meaning-making in mathematics classrooms
  • Digest: An IEA Teacher Snippet provides a practical route to achieving mathematics with meaning
  • DIY: Downloadable classroom materials that offer TIMSS tasks for practical, classroom-ready mathematics activities and teaching guidance
Theory

Volume 4: Teaching and Learning Mathematics with Meaning

This open-access volume shows how TIMSS data, frameworks, and released assessment items can be used to promote meaning-making in mathematics learning. Designed for teachers, teacher educators, and professional learning communities, it combines research, practical guidance, and classroom-tested examples to help educators strengthen conceptual understanding, mathematical reasoning, and problem-solving while using international evidence in effective classroom practice.

Authors: Jennie Golding and Rachel Marks

Publisher: Springer (2026)

 
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Chapter Authorship 

Note: This book is a monograph and co-authored by both authors. The author listed first is the lead author for that chapter. 

  • Chapter 1, Why “Meaning-Making” in Mathematics Learning Is Important—And How TIMSS Might Help: Jennie Golding and Rachel Marks 
  • Chapter 2, Achieving Better Mathematical Meaning-Making in the Classroom: Guidance for Teachers: Rachel Marks and Jennie Golding 
  • Chapter 3, Responses to TIMSS That Support Meaning-Making: Inspiring Examples From Around the World: Jennie Golding and Rachel Marks 
  • Chapter 4, TIMSS Items in Use in Grades 3–6: Rachel Marks and Jennie Golding 
  • Chapter 5, TIMSS Items in Use in Grades 6–10: Jennie Golding and Rachel Marks

Practice: Chapter 3 Highlighted

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Digest

Using TIMSS to Teach Mathematics with Meaning

This Teacher Snippet offers a practical route to achieving mathematics with meaning, using a released item from IEA’s TIMSS. The classroom task included encourages students to employ reasoning and consider different approaches.

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DIY

Ready-to-Use Classroom Materials

Designed for Grades 3–6 and Grades 6–10, these open-access resources feature ready-to-use TIMSS mathematics items accompanied by practical teaching guidance. Refined through feedback from teachers and students, they support meaning-making in mathematics learning by encouraging reasoning, discussion, and deeper mathematical thinking.

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Opportunity to Translate

This Volume is available to translate. If you are interested, download and send the completed form to the IEA Communications team.

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Discover More

Explore other volumes in the IEA Research for Educators series to access more open-access books, teacher snippets, and other materials across different subjects and themes.

Explore the Series