Geomaniguras: A Manipulative Resource for Supporting Conceptual Understanding in Geometry Education

Abstract

Manipulative materials are widely considered valuable resources in geometry education because they may support visualization, spatial reasoning, and conceptual understanding when implemented within appropriate instructional contexts. However, many existing resources focus on isolated concepts and provide limited opportunities for connecting geometric relationships through transformation and decomposition. This study presents Geomaniguras, a manipulative material designed for upper primary and lower secondary education. The research adopts a design and development approach focused on pedagogical design and expert-based validation rather than measuring student learning outcomes. The study combined prototype construction, expert evaluation, and iterative refinement. Twelve specialists in mathematics education assessed the material using a structured validation guide addressing pedagogical usefulness, conceptual coherence, usability, visual design, and classroom applicability. Results indicate that experts perceived Geomaniguras as a potentially valuable resource for exploring polygon classification, area relationships, geometric decomposition, circumference, and the Pythagorean theorem. The findings provide preliminary evidence regarding the pedagogical plausibility and classroom applicability of the material, although no direct conclusions can yet be drawn about instructional effectiveness. The originality of the proposal lies in its integrated conceptual framework, which connects multiple geometric learning experiences within a single manipulative system.