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Refined Description of the ViMTE Project
The ViMTE (Values in Mathematics Teacher Education) project investigates how human rights values—specifically ethical awareness, human dignity, and democratic participation—can be meaningfully integrated into Norwegian mathematics teacher education programmes, and subsequently into the pedagogical practices of future school mathematics teachers. Although the Norwegian national curriculum (Udir, 2020) mandates the inclusion of such values across all school subjects, they have not previously been addressed within mathematics teacher education in Norway.
Project Objectives and Approach
The primary objective of ViMTE is to generate new insights that enhance the capacity of youth, teacher educators, and pre-service teachers to embed human rights values into mathematics teaching and learning. Adopting a participatory research approach, we established a Youth Advisory Board, which convened seven times to guide the data collection process.
We gathered data from 21 Grade 9 pupils who created artistic and expressive artefacts linking mathematics to human rights values. These artefacts included short animations, rap songs, collages, T-shirt designs, paintings, and more.
Engagement with Teacher Educators and Pre-Service Teachers
We recruited seven teacher educators from the University of South-Eastern Norway (USN) and Western Norway University of Applied Sciences (HVL). A dedicated workshop was held at the Wergeland Centre to explore the meaning and relevance of these values in mathematics education. In a multi-layered, multi-vocal research design, we shared the youth-created artefacts with the teacher educators and collected data on how they interpreted and connected these artefacts to their teaching practices.
We also engaged pre-service teachers at USN, sharing the artefacts and collecting data on their reflections and pedagogical responses. Data collection with both pre-service teachers and teacher educators at HVL is ongoing.
Seminars and International Collaboration
The project has hosted four seminars:
•	One with colleagues in Cape Town, South Africa, focused on Youth Participatory Action Research.
•	Two with the Human Rights Education Department at USN, discussing theoretical foundations of concepts such as dignity and ethics.
•	One with the Wergeland Centre, exploring the significance of these values for teacher educators.
Dissemination and Scholarly Engagement
ViMTE has been presented in two Working Group sessions at a leading international mathematics education conference. Each session provided 180 minutes for in-depth exploration of the project’s themes and collaborative dialogue with global scholars. We had a presenation in Klaem conference. 
Project Coordination and Meetings
In 2024, the project held 22 leadership meetings (twice monthly) and 11 full-team meetings (monthly). As of October 2025, we have conducted 20 leadership meetings and 10 full-team meetings. In 2024, we had 1 International advisory borad meeting. We had 7 Youth advisory baord meetings

The ViMTE project will research the deliberate and explicit incorporation of human rights values in Norwegian mathematics teacher education programmes and hence in the practices of future school mathematics teachers. The explicit incorporation of values (specifically, ethical awareness, human dignity and democratic participation) is a requirement of the Norwegian curriculum (Udir, 2020). These values have not previously been addressed in mathematics teacher education programmes in Norway. There is currently a t gap in documenting, understanding, and enhancing the Values-related practices in mathematics teacher education programmes in Norway. ViMTE responds to this gap by exploring how youth-informed Values-based mathematical activities can strengthen how mathematics teacher educators and pre-service teachers address this requirement in their teaching. To do this ViMT involve theoretical and methodological innovation drawing on concepts from mathematics education and human rights education.  In a participatory approach, we will invite youth in grades 5-10 to collaborate with researchers, teacher educators and pre-service teachers in two universities to understand how existing practices support and hinder the incorporation of the Values in mathematics teacher education programmes, and develop new practices. Within a broader social agenda, ViMTE will highlight the interplay between the learning of mathematics and the overarching Values-based knowledge that transcends subject boundaries and is necessary to contribute to a more socially sustainable society and working life. ViMTE is crucial for three reasons: it 1) develops Value-based teaching and learning in the school subject of mathematics; 2) builds on the strengths and perspectives of youth; 3) works with mathematics teacher education programs to involve broad communities of future teachers.

Developing Human Rights Values in Mathematics Teacher Education: Education with and by Youth (ViMTE)

1 projects

UTDANNING-UTDANNING

Developing Human Rights Values in Mathematics Teacher Education: Education with and by Youth (ViMTE)

Awarded: NOK 10.0 mill.

Project Period: 2024-2027

Location: Buskerud