Co-designing Computational Thinking and Mathematics Curriculum Framework for Nordic-Baltic Preservice Teacher Education

Research project at The Department of Teacher Education

Co-designing Computational Thinking and Mathematics Curriculum Framework for Nordic-Baltic Preservice Teacher Education

The project aims to co-design a Computational Thinking (CT) and Mathematics curriculum framework for preservice teachers (PTs) in Estonia (ET), Lithuania (LI), Sweden (SW), and Norway (NO). It addresses the shared need for structured, adaptable teaching materials to better integrate CT into teacher education, as its importance is increasingly emphasized in these countries' curricula.

A group of people are seated around two tables in a meeting room, following a presentation. One person stands by a large screen displaying an image, and some participants have laptops in front of them. The room features modern decor with concrete walls and large windows. Photo — Photo: Pexels by Product School

Project periode

01.08.2025-01.11.2027

Funding

Research group

Læring og undervising av matematikk med digitale verktøy

person-portlet

Leader of research project

Melih Turgut Associate Professor in Mathematics Education
+47-73558959 Melih.Turgut@ntnu.no Department of Teacher Education

Project plan

Co-develop the framework through needs analysis, literature review, and expert collaboration.

Pilot and refine the curriculum based on feedback from preservice teachers and teacher educators.

Finalize the framework and scale its implementation across the region.

About the project

The Aim

The CTandME network brings together four universities in the Nordic-Baltic region, Norwegian University of Science and Technology (Norway), Tallinn University (Estonia), Uppsala University (Sweden), and Vilnius University (Lithuania), with the main objective of collaboratively design and implement a Computational Thinking (CT) and Mathematics curriculum framework for preservice teacher education.

This project responds to the growing emphasis on CT in national school curricula across the region and the lack of structured, research-based teacher education programs to support this shift. To address this gap, the project will:

Co-develop a CT-integrated Mathematics curriculum framework for preservice teachers, tailored to national educational standards and contexts.
Pilot and refine the curriculum through iterative testing, ensuring it meets the practical needs of teacher educators and preservice teachers.
Strengthen Nordic-Baltic collaboration in CT and Mathematics education, enhancing the quality and adaptability of teacher training programs.

Methods

Using a design-based research (DBR) approach, the project will unfold over three years:

Year 1: Co-develop the framework through needs analysis, literature review, and expert collaboration.
Year 2: Pilot and refine the curriculum based on feedback from preservice teachers and teacher educators.
Year 3: Finalize the framework and scale its implementation across the region.

Expected Outcomes

The project’s outcomes will include a comprehensive curriculum framework, best practice reports, and guidelines for policymakers and educators. Additionally, by training preservice teachers in CT-integrated pedagogy, the project will foster knowledge transfer to in-service teachers, strengthening the long-term impact of CT integration in Nordic-Baltic classrooms.

Publications, dissemination and outreach