ABSTRACT
This chapter explores an alternative approach that is taken through, looking at individual cases and the circumstances that they perceive have led to their experience of mathematics anxiety. This current research focuses the influences on individual pre-service teachers that impact on their level of maths challenge, and intends to explore how this impacts on their participation, achievement, confidence and retention. As most primary teachers are women, this has the potential to make maths anxiety a major and possibly critical issue within their schools and for education systems in general, and reinforces the long-term effects on society if any key grouping of pre-service teachers is maths challenged. The current survey of pre-service primary teachers whilst they were enrolled in their first maths pedagogy course has been carried out over two semesters. The challenge for all universities is to be able to identify the students in need, especially if some don't wish to be found.
