Geometric visualisation is a central skill in the development of spatial and geometric thinking, and it is particularly relevant in the early years of schooling. However, its exploration tends to be undervalued, which can negatively affect future learning in Mathematics. This study investigated the geometric visualisation skills demonstrated by Year 2 pupils when solving problems and how the use of manipulatives and augmented reality (AR) can enhance that development.

The research followed a mixed-methods approach, with data collected through direct observation, pre- and post-tests, analysis of students’ work, interviews, and questionnaires.

Six learning sessions were implemented with a class of 23 2nd year children, involving various tasks that combined physical manipulatives and digital tools.

The results revealed significant progress, with the average percentage of correct answers increasing from 40% in the pre-test to 59% in the post-test. This suggests the development of geometric visualisation skills such as mental rotation, perception of spatial position, and perceptual constancy. These findings were supported by the classroom teacher, who stated: "the students were better able to understand and imagine."

It is therefore concluded that the intentional and combined integration of manipulatives and digital resources in Geometry teaching can support the development of geometric visualisation skills, promoting more solid and meaningful learning

Keywords: Geometric Visualisation, Manipulatives, Augmented Reality, Geometry.