Abstract: This study examines the impact of Mother Tongue-Based Multilingual Education (MTB-MLE) on the numeracy skills of primary grade pupils. Through a systematic literature review and meta-analysis, the study explores four key themes: the enhancement of numeracy skills through language integration, the importance of cultural relevance and cognitive engagement, the significance of contextual adaptation for optimal impact, and the practical implications for educational policies and practices. The findings underscore the positive influence of MTB-MLE on students' numeracy proficiency, emphasizing its role in fostering a deeper conceptual understanding of mathematical principles and promoting a more inclusive and culturally sensitive learning environment. The study advocates for the integration of the mother tongue in numeracy education as a means of providing a more equitable and effective learning experience for students from diverse linguistic and cultural backgrounds. By emphasizing the importance of culturally relevant curriculum materials, teacher training programs, and policy frameworks, this research contributes to the ongoing discourse on promoting inclusive and holistic educational approaches for primary grade pupils. Keywords: Mother Tongue-Based Multilingual Education (MTB-MLE), Numeracy skills, Primary education, Language integration, Cultural relevance