This study addresses the question of how pre-service elementary teachers can be induced to change their attitudes to mathematics. Pre-service elementary teachers want to get mathematical answers right. They want to know which formulas to use, and how to get the correct answer. The paper presents transcriptions of student writing that illustrate and support this point. Changing what students value in mathematics is a much harder challenge than teaching them mathematical procedures and applications of formulas. An antidote is needed to a severely procedural orientation to mathematics focused on "correct answers" that prospective teachers have learned to value above all. How can we explicitly emphasize connections, and assist students to construct relationships between parts of mathematics that they see as different? (Contains 21 references.) (Author/MM)