<![CDATA[The low performance of Indonesian primary students in numeracy, as evidenced by the 2022 PISA results, underscores the urgent need for more contextual, reflective, and transformative learning approaches. This study aims to examine the integrative potential of the GASING method which emphasizes concrete, gradual, and enjoyable mathematical instruction with critical pedagogy that fosters social awareness and reflective thinking in numeracy education. Employing a Systematic Literature Review (SLR) based on the PRISMA 2020 protocol, this study synthesizes findings from 21 selected publications retrieved from six accredited academic databases between 2015 and 2025. Data were collected through structured keyword searches in both Indonesian and English, and analyzed using Thematic Content Analysis. The findings reveal three key themes: (1) the GASING method effectively enhances students’ conceptual understanding of mathematics, (2) critical pedagogy promotes active participation and social reflection, and (3) their integration offers the potential to establish a contextualized, dialogic, and transformative model of numeracy learning. The study concludes that the synergy between methodical-concrete approaches and critical-reflective values can strengthen numeracy instruction that is both meaningful and empowering. The implications suggest the need for a numeracy curriculum grounded in social justice and professional development programs that equip teachers to facilitate reflective pedagogy. Future studies are recommended to empirically test the integrative model through collaborative action research and design-based research methodologies.]]>
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