This research aimed to collect the experiences and opinions of pre-service mathematics teachers on the use of maps in mathematics teaching. The case study design, a qualitative research design, was used in the research. Eight volunteer pre-service teachers attending the primary school mathematics teaching program of a state university in the spring term of the 2019-2020 academic year, participated in the research. This study group was determined by the purposive sampling method, a non-random sampling method. The data of the research were obtained from the pre- and post-interview forms, the task forms, and the lesson plans prepared by the participants. In the research, the pre-interview form created to see the pre-service teachers' thoughts about the use of maps in mathematics teaching and their preliminary knowledge about maps, was applied to them at the beginning. Afterwards, the preservice teachers were given a lesson plan template suitable for the 5E model and were asked to create a lesson plan by using map. After the pre-service teachers' experience in preparing lesson plans using maps, the post-interview form was applied to them at the end of the application. As a result, it was seen that the pre-service teachers had no experience with the use of maps in mathematics teaching, and after their lesson plan preparation and application experiences, the majority of them stated that map can be used as a learning tool in mathematics education. Based on the findings, we recommend that mathematics teachers should use maps as a tool in mathematics teaching.
Yılmaz et al. (2022) studied this question.