Abstract
Aim: The study aims to identify teachers’ knowledge and attitudes regarding ADHD, where they have acquired this knowledge, and how this impacts the education of mathematics for students with ADHD in elementary school.Theoretical framework: We presented the diagnosis of ADHD, and discuss executive functions, such as working memory, and their connection to ADHD. We present academic enablers and classroom practices, and how these impact students with ADHDs mathematical learning, and we discuss how the education of mathematics for students with ADHD is affected by the teachers’ perspective on learning, and their views and approaches regarding students.
Method: We have conducted a qualitative study consisting of four semi-structured interviews, which were recorded, transcribed, and analyzed.
Conclusions: Teachers either believe they have enough knowledge about ADHD, or they do not believe it is possible, but they do not believe that they have enough knowledge about how ADHD impacts the learning of mathematics. Teachers mainly have knowledge regarding symptoms, most of which are stereotypical, such as hyperactivity and difficulties to concentrate. They have very little knowledge about how ADHD impacts learning mathematics, and regarding the types of ADHD. Teachers’ knowledge mainly stems from work experience. Teachers with higher levels of knowledge use more classroom practices in the education of mathematics for students with ADHD. Teachers have positive views on students with ADHD, and show relational perspectives, however, teachers with more positive views tend to use fewer classroom practices in the education of mathematics for students with ADHD.
| Date of Award | 2021-Dec |
|---|---|
| Original language | Swedish |
| Supervisor | Örjan Hansson (Supervisor) & Jenny Green (Examiner) |
Educational program
- Grundlärarutbildning: förskoleklass och årskurs 1-3
University credits
- 15 HE credits
Swedish Standard Keywords
- Pedagogical Work (50304)