The way of working in the school today might be decisive for a pupil´s assumption to reach a good understanding of mathematics. The teacher has to introduce mathematics in different ways to be able to help the pupils with specific difficulties with mathematics. The line of aim with this report is to find out how you might work with difficulties with mathematics and if it is possible to prevent these difficulties with different ways of working. Beyond this I would like to study some schools to see what knowledge of difficulties with mathematics there is at school. Finally I would like to study if there is advantage or disadvantage to get a diagnosis. The methods that were used are interviews with a special teacher, an assistant, a headmaster, teachers and the team of resourse, an enquiry to the team of resourse and attendance at mathematics lessons. The result shows that it is important to talk about mathematics even in preparatory school. In connection with playing and other activities the possibilities are great to teach the children conceptions. I have also found that screeningmaterial to find the pupils with specific difficulties with mathematics is hardly used at the schools I have been studying but the staffs are able to finding these pupils anyway. A varying way of working gives the pupils a better understanding of mathematics. The literature I have read shows that there are many adults that have felt a relief when they have received a diagnosis. It seams to be easier to get help when the diagnosis is a fact. I haven´t found any univocal answers in this report but I have tried to show some situations which might occur when a person gets a diagnosis.