This research study focuses on preservice teachers' (n=66) inspection of pedagogical connections between geography and geometrical reasoning. The aim of this study was to empirically investigate the use of mathematical analysis to enrich the social studies topics of the distortion of country sizes on the world map. The analysis of data collected from the 66 participants generated seven specific pedagogical strategies and covered nine identified mathematics and social studies topics during their lesson concepts for introducing the world map to elementary students. Results from this study reveal that after being corrected regarding this misconception, the participating preservice teachers were successful in developing learning activities to address this topic, employing student-centered strategies including technology-based, paper-based, hands-on, and feet-on approaches.