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Presented are the following reports: (1) Math Anxiety: Real and Complex; (2) Math Anxiety and Middle School Students; (3) Math Anxiety and College Freshmen; (4) Math Anxiety and Elementary Teachers; and (5) Math Anxiety: Conclusions, Discussions, and Remedies. The studies attempt to answer questions regarding mathematics anxiety: (1) what is it, (2) who has it, (3) why do people have it, and (4) what can be done to prevent or cure this anxiety? Anxiety was measured by a standardized rating scale and information on related variables was determined by a standardized test and an investigator-developed questionnaire. Findings are presented separately for each study. Among the conclusions are: (1) group membership has little impact on a person’s anxiety unless the group membership reflects actual mathematics performance or an attitude towards mathematics; (2) persons with high anxiety perceive their mathematics skills as less than their other academic skills and generally will not like mathematics or enjoy teaching it; (3) motivation and successful experiences have high degrees of association with mathematics anxiety and great impact on successful completion of mathematics tasks; and (4) performance of a task and teaching of a skill are not necessarily equivalent in creating anxiety for a particular individual. A model of a mathematics anxiety reduction seminar is included. (MP)