Evan T. Robinson2026-03-222026-03-22202610.52214/jmetc.v16i2.12490https://doi.org/10.52214/jmetc.v16i2.12490https://andeanlibrary.org/handle/123456789/79422Many preservice teachers (PSTs) suffer from math anxiety. This article addresses this phenomenon and offers a tool with concrete strategies to engage PSTs in conversations to build confidence and empower their future teaching. The objectives of the conversations include: (1) articulating beliefs about mathematics, (2) recognizing the impact of previous experiences with mathematical contexts; and (3) building confidence in understanding and applying mathematical concepts. Reflections from PSTs underscore the pivotal role of conversations within a supportive environment in reshaping beliefs about mathematics and addressing math anxiety in both present practice and future classrooms.PhenomenonMathematics educationPsychologyPedagogyMathematical practiceMathematical anxietyTeaching methodBest practiceElementary mathematicsarticle