<![CDATA[This study is motivated by the importance of numeracy learning as a foundation for developing elementary school students’ logical thinking skills. Numeracy is not merely related to counting skills, but also involves reasoning abilities, pattern recognition, and contextual problem-solving in daily life. However, in practice, numeracy learning in elementary schools still faces various challenges in terms of planning, implementation, and evaluation. This study aims to describe and analyze numeracy learning management in improving students’ mathematical logic. This research employed a qualitative approach using a case study method conducted at SDN Tanjungjaya, Cianjur Regency, and SDN Mandalasari, West Bandung Regency, Indonesia. Data were collected through observation, in-depth interviews, and documentation involving principals, teachers, students, parents, and school committees. Data analysis was carried out using the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing. Data validity was ensured through source, technique, and time triangulation. The findings indicate that systematically managed numeracy learning through the Plan–Do–Check–Act (PDCA) cycle effectively improves students’ mathematical logic. Learning planning is designed by considering learning objectives, student characteristics, and real-life contexts. The implementation emphasizes active student engagement through problem-solving and contextual activities. Evaluation is conducted continuously by focusing on students’ thinking processes. Follow-up actions include improving learning strategies, strengthening numeracy practices, and enhancing collaboration between schools and parents. Therefore, well-planned and sustainable numeracy learning management plays a crucial role in improving the quality of mathematics learning in elementary schools.]]>
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