This study aimed to identify the means and reality of treating learning loss in mathematics at the intermediate stage. The study adopted a mixed methods approach and used the following tools: questionnaire, individual interviews, and collective interviews. There were 40 male and female teacher participants in the first stage and 25 teachers in the second. Among the many findings, the most salient were that the concept of learning loss differs among mathematics teachers and they devote part of their teaching to the treatment of learning loss using different treatment mechanisms. In particular, they reported ‘always’ using teaching practices supporting the affective aspect of treating learning loss and their satisfaction with their teaching practices concerning learning loss was ‘average’. The study also identified several challenges that limit the treatment of learning loss related to the teacher, the student, and the family. Taking these findings into consideration, the research developed some recommendations and proposals, the most important being enhancing teachers’ awareness of learning loss, showing successful experiences in treating learning loss, studying the reality of treatment in different educational stages, and adopting teaching models for treating learning loss in mathematics.
