Abstract
This study determined the challenges and practices of teachers implementing remediation class for struggling Mathematics learners in the Munai District for the School Year 2024-2025. Utilizing a descriptive-correlational research design, the research assessed teachers' demographic profiles, the challenges they encountered, and their practices to cope with the difficulties they faced. Quantitative data collection and analysis revealed that most participating teachers are relatively young, predominantly married, and hold degrees in Education, though few specialized in Mathematics. Key challenges identified include diverse student needs, negative perceptions of remediation classes, and large class sizes. Despite these obstacles, teachers effectively employed practices such as visual aids, manipulatives, and content reteaching from general education. The study also uncovers significant correlations between the challenges faced by teachers and their remediation practices, with specialization fields notably impacting implementation. Findings aim to enhance understanding of factors influencing mathematics remediation efforts in the district.
