Pedagogical content knowledge: bridging math teachers’ technology knowledge and perceived usefulness
- DOI
- 10.11591/ijere.v14i4.32058
- Published
- 2025-08-01
- Container
- International Journal of Evaluation and Research in Education (IJERE)
- Publisher
- Institute of Advanced Engineering and Science
- Open access
- unknown
Credibility signals
uncertain Score 64/100 under policy 1.0.0. This is a metadata assessment, not a judgment of the paper's conclusions.
Show all credibility signals
- supportingDOI registered: A matching record was returned by Crossref.
- supportingDOI resolves: A matching record was returned by Crossref.
- not scoredDirectory of Open Access Journals: No matching DOAJ record was present in this response. No allow-list match; this is not evidence of low credibility.
- not scoredMEDLINE indexed: Not checked or no result supplied; no credibility inference made.
- not scoredOpenAlex core source: Not checked or no result supplied; no credibility inference made.
- not scoredKnown publisher allow-list: Not checked or no result supplied; no credibility inference made.
- not scoredROR affiliation: Not checked or no result supplied; no credibility inference made.
- not scoredRetraction Watch retraction: No retraction notice matched this DOI in the deployed snapshot. No matching event found; coverage may be incomplete.
- not scoredRetraction Watch expression of concern: No expression of concern notice matched this DOI in the deployed snapshot. No matching event found; coverage may be incomplete.
- not scoredRetraction Watch correction: No correction notice matched this DOI in the deployed snapshot. No matching event found; coverage may be incomplete.
- not scoredRetraction Watch reinstatement: No reinstatement notice matched this DOI in the deployed snapshot. No matching event found; coverage may be incomplete.
- not scoredOpen access status: Not checked or no result supplied; no credibility inference made.
- not scoredPublication license: Not checked or no result supplied; no credibility inference made.
- not scoredPublication version: A publication version was supplied but is not scored.
- supportingMetadata completeness: All 6 scored descriptive metadata groups are present.
Cite this work
BibTeX
@article{allodium:10.11591/ijere.v14i4.32058,
title = {Pedagogical content knowledge: bridging math teachers’ technology knowledge and perceived usefulness},
author = {Emmanuel Oppong-Gyebi and Francis Ohene Boateng and Yarhands Dissou Arthur},
year = {2025},
journal = {International Journal of Evaluation and Research in Education (IJERE)},
doi = {10.11591/ijere.v14i4.32058},
url = {https://doi.org/10.11591/ijere.v14i4.32058}
}RIS
TY - JOUR TI - Pedagogical content knowledge: bridging math teachers’ technology knowledge and perceived usefulness AU - Emmanuel Oppong-Gyebi AU - Francis Ohene Boateng AU - Yarhands Dissou Arthur PY - 2025 JO - International Journal of Evaluation and Research in Education (IJERE) DO - 10.11591/ijere.v14i4.32058 UR - https://doi.org/10.11591/ijere.v14i4.32058 ER -
APA
Oppong-Gyebi, E., Boateng, F. O., & Arthur, Y. D. (2025). Pedagogical content knowledge: bridging math teachers’ technology knowledge and perceived usefulness. International Journal of Evaluation and Research in Education (IJERE). https://doi.org/10.11591/ijere.v14i4.32058
Source records
- crossref · retrieved 2026-09-25T10:27:45.840Z