The purpose of this study is to analyze the teaching strategies of the prospective teachers of mathematics for elementary school in relevance with the geometry formulas. The participants of the study are constituted by six senior students of the program of mathematics teaching for elementary school. In this study, where the qualitative research approach is employed, the method of case study is used and the data of the study were aggregated with the techniques of semi-structured interview, observation and analysis of documentation. The data of the study were analyzed by the virtue of the technique of content analysis. With regard to the data obtained from the study, it was seen that the prospective teachers were the supporters of making students find the logic of the formulas by explaining them, instead of making them memorize, while they were teaching the mathematical formulas of which logical reason they could explain. On the contrary, it was found that the prospective teachers were the supporters of making students memorize directly the formulas of which logical explanation they could not explain. Besides, even if the prospective teachers could explain the meaning of the given formula, they could not make teaching explanations enough while they were teaching this formula.