The purpose of this study was to investigate, with elementary school 5th and 6th graders, structures of children's arithmetic anxiety and methods of teacher's supports. The results of the investigation indicated that: (1) As children's arithmetic anxiety, 4 factors (F1: in class; F2: failure to solution of problems; F3: concerning the teacher; F4: connected to surroundings) were extracted.(2) There was every possibility with matter related to children's arithmetic anxiety that the teacher practiced supports children wanted but not the amount of supports.(3) A gap of supports between the children's expectation from the teacher and teacher's influenced on arithmetic anxiety in girls. R In arithmetic anxieties that were related immediately to problem solution, children wanted the teacher's instrumental support, and the trend was stronger in children with higher arithmetic anxiety.(5) On the contrary, in arithmetic anxieties with no immediate relation with problem solution, children wanted the teacher's emotional support, and the trend was seen higher in girls.