Abstract
In an attempt to find ways of reducing the mathematical anxiety of preservice elementary teachers, three cases were investigated. The first was a section of mathematics for elementary teachers taught in a very traditional manner, and the second was the same course taught in a manner consistent with the recent recommendations of the National Council of Teachers of Mathematics. The third case included two sections of a methods course which covered the same mathematical content, as well as addressing how it should be taught to children. The Mathematics Anxiety Rating Scale for Adults was administered before and after the courses. No significant reduction of anxiety was measured in either mathematics section, but both sections of the methods course showed a significant reduction.
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