Abstract

The study explored the experiences of junior high school Math teachers in dealing with learners struggling in Mathematics School Year 2023- 2024. In order to fulfill the goal of this study, the researcher employed descriptive phenomenological approach. The participants shared their experiences in dealing with the math anxieties of their students and how did they deal with them. Based on the responses on the lived experiences of Math Teachers in dealing with students struggling in mathematics, three main themes were formulated. This includes (1) Challenges Faced by Mathematics Teachers; (2) Varied Emotional Experiences of Students in Mathematics Class; and (3) Aversion to Problem-Solving. Meanwhile on the strategies that maybe proposed to address students’ concerns struggling in mathematics, three themes were formulated. This includes (1) Strategies to Support Mathematics Learning; (2) Engaging and Supportive Learning Environment; and (3) Personalized Support and Differentiated Instruction. The experiences shared by teachers reflect the multifaceted nature of mathematics subject, highlighting the importance of addressing learning gaps and providing adequate support for struggling students