<![CDATA[Currently, education in Indonesia increasingly emphasizes the importance of developing students' numeracy skills, including in inclusive classes in elementary schools. However, in reality, many students still have difficulty solving both routine and non-routine mathematical problems. Thus, students' numeracy skills have not developed optimally. This is partly because elementary school students lack enthusiasm, are passive learners, and most consider mathematics to be a difficult subject. The mathematics material presented is also uninteresting and abstract. This study explores the conceptual design, features, content, and elements needed by students to improve numeracy skills in inclusive classes. The study used a mixed-method approach involving 288 elementary school students in Kudus Regency. Interviews were also conducted with 36 regular students, 36 students with learning disabilities in mathematics (dyscalculia), 18 teachers, and 9 supervisors in Kudus Regency. Quantitative data were analyzed using descriptive statistics. Meanwhile, qualitative data were analyzed using thematic content analysis. The research instruments were validated by experts in mathematics, language, technology, and educational psychology. The results showed that both regular and dyscalculic students preferred math content related to everyday life, using modern interactive digital media with clear navigation, rather than textbooks, so they could be more active in learning. This was similar to the opinions of teachers and supervisors who stated that game technology designed for math learning could increase student motivation to learn, thereby supporting numeracy skills. This research isa basis for developing an inclusive and child-friendly mathematics game design with a cultural nuance of the archipelago to develop students' numeracy skills]]>
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