The preparation of confident and capable mathematics teachers for elementary schools has become increasingly critical, particularly in the aftermath of the COVID-19 pandemic, which has introduced significant social challenges. Teachers are currently facing mental health issues and struggling to remain in the profession. Math anxiety is a common issue among both elementary teachers and students, and if not addressed, it can lead to decreased academic achievement. This problem is further exacerbated by the need to promote education for mathematics students, as teachers are required to manage a wide range of new classroom challenges. This paper presents a research study conducted in the Czech Republic, involving 31 pre-service elementary teachers (PSETs), with 16 in the treatment group and 15 in the control group. The study aimed to assist the 16 PSETs in understanding and alleviating their own math anxieties, building a growth mindset and self-efficacy, and incorporating mindfulness strategies. The primary focus was on raising awareness of mindfulness in the elementary mathematics classroom. The study replicated a 3-seminar series from a 2016-2017 research project designed to enhance the capacity of elementary mathematics teachers through mindfulness techniques such as breathing exercises, meditation, and shifting from a fixed to a growth mindset. During the seminars, participants learned to design challenging math tasks that support a growth mindset, which is crucial for developing gifted and creative students in elementary mathematics. Many participants increased their knowledge of mindfulness and expressed a desire to improve their classroom practices by incorporating mindfulness techniques. They also experienced personal benefits, recognizing the importance of mindfulness for better mental health. The study highlighted Khan Academy as a platform for participants to individualize their content learning and enhance their mathematical skills. Participants observed how individualized learning platforms could meet diverse needs and support accelerating gifted mathematics students. The 3-month research study conducted in Fall 2023 included pre- and post-assessment surveys for both treatment and control groups. The 16 participants in the treatment group also participated in three seminars and debriefed their experiences through interviews. This study underscores the importance of preparing elementary mathematics teachers who are not only confident but also mindful and resilient. The findings from this study provide insights into how mindfulness practices can be integrated into teacher preparation programs to address math anxiety and promote a growth mindset. By equipping pre-service teachers with these tools, we can foster a more supportive learning environment for both teachers and students. The use of individualized learning platforms like Khan Academy demonstrates technology's potential to enhance personalized learning. Overall, this research highlights the critical need for comprehensive teacher preparation programs that address both academic and emotional well-being. By incorporating mindfulness strategies, we can better prepare teachers to handle modern classroom challenges and support all students' development, including those with exceptional mathematical abilities.

Keywords: Teacher preparation, mathematics education, mindfulness, mindset, math anxiety.