<![CDATA[Purpose: This study aimed to examine research trends and identify gaps in the use of augmented reality (AR) in mathematics education, and to provide a foundation for developing GeoGebra-based AR instructional materials grounded in spatial thinking theory for geometry learning.Method: The study employed a developmental research approach based on the Plomp model, focusing on the preliminary phase. Data were collected through a systematic literature review of 26 articles and a needs analysis involving eight secondary school mathematics teachers. The data were analyzed using descriptive qualitative and descriptive statistical methods.Findings: The results show that AR-based mathematics learning in Indonesia is predominantly marker-based (92%) and mainly implemented at the elementary level (50%), indicating limited development at the secondary level. Unity and Vuforia were the most frequently used platforms (62%), while GeoGebra remains underutilized despite its accessibility. Teachers demonstrated strong support for technology integration, with 87.5% agreeing on its importance and 75% expressing interest in AR, particularly for geometry learning. These findings reveal both the potential of AR and the gap in its implementation, especially in supporting spatial thinking.Significance: This study provides a conceptual and practical basis for developing accessible AR-assisted geometry learning materials using GeoGebra. It helps bridge the gap between technological innovation and spatial cognitive theory and offers a direction for the future development of interactive, cognitively grounded mathematics learning environments.]]>
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