Abstract

This paper presents and validates through a qualitative study a typology of strategic uses and potential benefits associated with TIC, understood as a platform for solving and learning of mathematics. The study seeks to identify the differences and difficulties among students with and without ADHD in solving complex problems that have not yet been studied. We further integrate a system of support through technology applications that allow these students to do autonomous mathematical work with better results. Our results show the difficulties that students with ADHD integrated into regular high school classes experience difficulties in structuring complex problems and common errors associated with spatial interpretation in geometric problems. This explains the levels of competence in solving mathematical problems, and the arguments given by students with ADHD regarding space, form, and amount. The paper argues that students with ADHD, through the use of TIC, can improve their academic performance. This approach of using TIC to solve problems is not a substitute, but rather a complementary method.