Hur får man ihop ekvationen ADHD och matematik? : Framgångsrika arbetsmetoder för elever med ADHD i matematik

Sammanfattning: This study aims to describe the actions and processes under the subject teachers and special educators can facilitate mathematics teaching for pupils with ADHD. Qualitative interviews were conducted with three subject teachers in mathematics and two special education teachers. The interviews were recorded and transcribed in its entirety. They were analyzed based on a categorical and a relational perspective. The results show that the most important of all education is to allow the pupils to be in focus, even a varied approach with specific materials experienced successful. It also shows that pupils with ADHD may need adjustments in the form of clarification, structure and dense feedback, but that these adaptations should be individual as it can differentiate between individuals. It is also clear that external factors affect pupils with ADHD, especially classroom placement is important for these pupils.