This paper describes an action research project that investigated issues concerning the teaching and learning of numeracy in the middle years. Building on research concerning the middle years of schooling, and their own experience of teaching mathematics in years 5-8, a group of teachers, drawn from four schools, trialed strategies intended to improve the engagement, attitudes and outcomes of their students in mathematics. The group recommended at the end of the study that mathematics needs to be meaningful for young adolescents. The concept of meaningful mathematics is explored through a description of the actions and findings of the teachers participating in this project. (Contains 18 references.) (Author/ASK)