ENHANCING FOUNDATIONAL NUMERACY THROUGH THE CONCRETE–PICTORIAL–ABSTRACT (CPA) APPROACH: EVIDENCE FROM A QUASI-EXPERIMENTAL STUDY IN PAKISTANI PRIMARY SCHOOLS. IJSSB. 2026;4(3):3612-3628. Accessed November 11, 2026. https://ijssbulletin.com/index.php/IJSSB/article/view/2757