Incorporating technology into educational processes is increasingly necessary to address the complexities of contemporary learning environments. This study investigates the impact of Augmented Reality (AR) on the academic performance of third-grade students in the areas of graphs and geometry. A quasi-experimental design was employed, comparing a control group taught using traditional methods with an experimental group that received AR-enhanced instruction. The study involved a sample size of 60 participants. Both groups underwent pre-test and post-test assessments to evaluate their comprehension and application of the topics. The findings indicate that AR significantly enhances students' understanding and engagement with the material, as evidenced by higher post-test scores in the experimental group. The immersive and interactive nature of AR facilitates the comprehension of abstract geometric concepts, establishing it as a valuable tool for educational innovation. This study highlights AR's potential to bridge the gap between theoretical knowledge and practical application, ultimately improving educational outcomes in primary mathematics.