The aim of this study was to determine the visual preferences of preservice teachers in the content of integral and
to determine the relationship between the teaching anxiety about mathematics. But nearly all of the participants had
non visual preferences for calculus. Therefore the relationship between mathematics teaching anxiety and visual
preferences for calculus of preservice teachers couldn’t be determined. In fact students’ tendency for non visual
methods was known from the previous researches. But this preference is not always about their way of thinking, but
also their way of learning and to be taught. Since the participants of the study share the same culture (instructor theytook analysis courses, similar classroom environments and so on), their preference for the visual methods could be
formed in similar ways. Because according to some researches (Presmeg, 1999; Eisenberg & Dreyfus,1991) it is a
learning phenomenon.