Teacher-student and student-student interactions in mathematics classrooms reflect what teachers and students value in mathematics teaching and learning respectively. These interactions shape and fine-tune developing values systems, which in turn affect the quality of the students' learning experiences. We propose that these teacher responses represent values alignment processes. We show three examples of teacher strategies, namely, redefining, reprioritising, and complementing. We will argue for the importance of teachers being able to develop strategies to facilitate values alignment in mathematics lessons.