Three students sit in a nearly empty lecture hall at the University of Oslo's Blindern campus. Maria Klepsland, Maria Voster, and Leonardo Granrud represent the entire class for a geometry lecture in the teacher education program. Just a few years ago, these same seats would have been filled with aspiring math teachers.
Professor Kristian Ranestad expresses deep concern about the disappearing students. "I have been worried for a long time. We need more science teachers in our schools," the mathematics professor states.
The situation has reached crisis levels according to Jonas Bakken, who leads the science teacher education program at the university. "It's beginning to become quite a crisis," Bakken says. "The decline in science subjects has been quite dramatic. We used to have 70-80 students. In recent years, that number has fallen radically."
Only 102 students have begun the teacher education program this year, despite 266 available spots across Norway. Experience suggests many will drop out before completing their studies. The program has already cut positions in Tromsø and Trondheim because classrooms stood empty.
Bakken believes Norway should have at least 300 teacher students to meet future needs. "This will lead to poorer math knowledge in schools and fewer students who can become tomorrow's teachers," he warns.
The competition for qualified students has intensified. Approximately 7,000 university spots require the most advanced high school mathematics (R2), but fewer than 6,000 students actually take this level of math. When fewer students exist than available study spots, teacher education programs lose out.
Political parties are taking notice. Mathilde Tybring-Gjedde from the Conservative Party demands crisis measures for science education. "The Conservative Party wants a new strategy for science with powerful measures," she states. "We are now calling for an emergency meeting in Parliament with business leaders and school stakeholders to boost science subjects."
The party proposes separating math classes by ability level and creating talent centers for science across all Norwegian regions. "We need more students who are good at science to cultivate that interest," Tybring-Gjedde explains.
Education Minister Kari Nessa Nordtun acknowledges the severity of the situation. "It is extremely critical. We must have good teachers," she says. The minister points to slight increases in elementary school teacher candidates but admits more targeted efforts are needed for high school math teachers.
Students identify several reasons for the declining interest. Leonardo Granrud observes that people have become "less concerned with helping each other and more concerned with salary." Maria Klepsland believes the prospect of "too much work for too little money" deters potential candidates. Maria Voster notes that the long wait before practical teaching experience causes many to quit.
The math teacher shortage reflects broader challenges in Norwegian education. Existing math teachers are aging, and very few new candidates are entering the pipeline. This creates a perfect storm that could undermine math education for years to come. Without immediate intervention, Norway risks falling behind in STEM education precisely when technological advancement demands stronger mathematical foundations.
The empty lecture halls at Blindern tell a story that extends beyond university walls. They signal potential trouble for Norway's education system, economic competitiveness, and ability to produce the technical talent needed for future challenges. While politicians debate solutions, three determined students continue their studies, hoping to make a difference in classrooms that desperately need their expertise.