The purpose of this study is to examine how four mathematics teachers in grades 4-6 use the digital tool interactive whiteboard as a didactic tool in teaching in the subject of mathematics in problem solving and which attitudes these mathematics teachers are applying for using interactive whiteboards in mathematics teaching in problem solving. This study aims to answer the two following questions: 1) In what way do four mathematics teachers use an interactive whiteboard as a didactic tool in problem solving? 2) What are their attitudes towards interactive whiteboards as a didactic tool in problem solving?

The approach of this study was qualitative, four mathematics teachers were interviewed and their lessons were observed. This study is based on theories drawn from Derek Glover, David Miller, Doug Averis and Victoria Door (2004) framework of teachers’ use of interactive whiteboards; Derek Glover and David Miller (2003) framework of towards teachers’ attitudes for using digital tools and George Pólya (1970) framework that includes a several steps to solve problem-solving tasks.

This study shows that the four mathematics teachers are a mixture of being interactive and enhanced interactive in the way they are using the interactive whiteboard as a didactic tool in problem solving. The four teachers also used the different parts of Pólyas (1970) steps on how to solve problem-solving tasks, when they were using the interactive whiteboard in problem solving. This study also shows that all the teachers have a positive attitude towards using interactive whiteboards as a didactic tool in problem solving. They believe that interactive whiteboards provides an extra dimension in problem solving, because it opens up for conversations and reasoning math. One teacher has shown to be a missioner regarding his attitude towards using the interactive whiteboard as a didactic tool in problem solving and the other three are proved to be a mixture of the missioners and tentatives.