The study highlights the conceptions of children with ADHD and the conceptions of ADHD diagnosis relevance for teaching. The empirical data is collected through qualitative interviews with a phenomenographic approach. The sample consists of four people who in different ways are related to school. Children with ADHD are perceived as impulse-driven, hyperactive and with difficulties to concentrate. A positive diagnosis can be seen as an advantage because it puts the child's difficulties into words, but on the other hand, it can also be seen as a disadvantage because the diagnosis can have a stigmatizing effect. Instructions are supposed to be individualized and therefore a diagnosis should not have any bearing on how the teaching is adapted to the individual's abilities. However, there is a disagreement on this, and the conception is that it is easier for the pupil to receive support and resources if there is an established ADHD diagnosis. Appropriate-support for these children considered to be working in small groups, to reduce the external disturbance torque, or an assistant who can help them to make their school days more structured.
The school's governing documents require teachers and students to use digital media in education and digital literacy is seen as a key component of lifelong learning. The aim is to analyze the interaction between teachers and students in problem-solving situations in mathematics education with smart-board as mediating artifact. The study has a socio-cultural perspective. The empirical data is collected through video observation and the study is open and qualitative. The empirical data consists of four filmed and transcribed sequences involving four different students and how they work with problem solving with smart-board as a mediating artifact. The empirical data is analyzed by the EMA model, based on the ideas of John Dewey's pragmatic philosophy.
The result shows that the interaction is controlled by the teacher because the teacher has control over the linguistic space, but he also choose which students who are getting involved in the interaction. Interaction focus is the search for the right answer. The learning that is made possible in filming situations is to find appropriate strategies to solve the problem