ENHANCING FOUNDATIONAL NUMERACY THROUGH THE CONCRETE–PICTORIAL–ABSTRACT (CPA) APPROACH: EVIDENCE FROM A QUASI-EXPERIMENTAL STUDY IN PAKISTANI PRIMARY SCHOOLS. International Journal of Social Sciences Bulletin, [S. l.], v. 4, n. 3, p. 3612–3628, 2026. Disponível em: https://ijssbulletin.com/index.php/IJSSB/article/view/2757.. Acesso em: 23 sep. 2026.