Geometric visualization is crucial to both mathematics and everyday life, as it allows objects to be visualized while spatial relationships are formed mentally, which are essential processes in problem-solving (Maeda, Yoon & Kim, 2019). This study portrays the development of this skill in 6th grade students, integrating the themes of Geometry and Measurement and Mathematical Skills, with a focus on problem-solving, mathematical communication, and mathematical reasoning, in alignment with the Essential Learning in Mathematics (2021).

According to Matos and Gordo (1998), geometric visualization encompasses specific characteristics such as visual-motor coordination, visual memory, figure-ground perception, perceptual constancy, perception of position in space, perception of spatial relationships and discrimination. visual. This communication will focus on the last four characteristics.

This work ascertained the incorporation of geometric visualization and spatial reasoning strategies into the problem-solving processes of the study group through direct, naturalistic, and participant observation combined with documentary analysis.

The study involved 17 6th grade children aged between 11 and 16. Seven formative situations focused on solving geometry problems were carried out, using both geometric visualization and physical and digital manipulatives.

At the end of the study, it was found that geometric visualization skills, which were stimulated and developed during the tasks included in the formative situations, had a positive impact on geometry problem-solving processes. It was possible to observe the use of strategies based on this skill and, in turn, the gradual and consistent development of these abilities, which was documented in assessment grids, written productions, photographs, and videos.

Keywords: Geometric visualization, manipulable materials, technological tools, problem solving, 6th grade students.