Disputats, Umeå Universitet, 2006.

The aim of this study has been to survey what kind of view primary school teachers have on the dyscalculia diagnosis, and which learning methods they believe are important for pupils with mathematic difficulties and dyscalculia. The study will also clarify what they believe is important in the development of the pupils’ self-perception. The following questions have been covered What is the primary school teachers view on the diagnosis dyscalculia? Which learning methods do the teachers consider to be the best for pupils with mathematic difficulties and dyscalculia? How are teachers in primary school reasoning over the identity of pupils with mathematic difficulties and dyscalculia? The method used to answer these questions has been the qualitative research method. This method goes in-depth with the goal of producing coherence and entirety. It aims to convey understanding (Larsen, 2009). The empirical material has been analyzed and discussed based on various theories as starting point. The theoretical starting points have been the sociocultural perspective, the concept of integration, the special education perspective and the concept of identity. The study shows that the teachers have rich, but different reasonings regarding dyscalculia as a diagnosis. They have different perceptions of how the teaching should be organized for pu-pils with mathematic difficulties and dyscalculia. The teachers believe that the school is playing a role in the self-perception of the pupils, but they are divided in their opinions re-garding whether it is decisive or not. They consider that there are various factors in the pupils‘ school life that has great influence on the pupils’ self-perception.