<![CDATA[Numeracy skills are essential in elementary education, yet many students still struggle, particularly in inclusive classrooms. This study addresses the limited empirical evidence regarding the effectiveness of mobile-based mathematics learning applications in supporting numeracy development in inclusive classrooms, particularly for students with tendencies toward dyscalculia. This study aims to examine the impact of the Android-based Numeria application, which integrates a Realistic Mathematics Education (RME) approach, on elementary students’ numeracy skills. A quasi-experimental pretest-posttest control group design was employed, involving 175 fourth-grade students from eight inclusive elementary schools in Central Java, Indonesia. Data were collected using a validated numeracy test and analyzed using normalized gain (N-gain), independent samples t-test, and Cohen’s d effect size. The results indicate that the experimental group demonstrated significantly greater improvement in numeracy skills compared to the control group (t = 2.20, p < 0.05), with a small-to-moderate effect size (d = 0.33). Students with tendencies toward dyscalculia also showed greater improvement in the experimental group; however, the difference was not statistically significant, indicating a meaningful practical effect. These findings suggest that integrating mobile learning technology with an RME-based contextual approach can support more adaptive and interactive mathematics learning in inclusive settings. This study contributes empirical evidence on the role of Android-based learning applications in supporting numeracy development among students with diverse learning characteristics.]]>
