Examining preservice mathematics teachers’ perceptions of technological pedagogical content knowledge (TPACK) pathways: a structural equation modeling approach

Yan-hui Xu

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DOI: 10.3389/fpsyg.2026.1929322
Published: 2026-10-08
Container: Frontiers in Psychology
Publisher: Frontiers Media SA
Open access: unknown

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Cite this work

BibTeX

@article{allodium:10.3389/fpsyg.2026.1929322,
  title = {Examining preservice mathematics teachers’ perceptions of technological pedagogical content knowledge (TPACK) pathways: a structural equation modeling approach},
  author = {Yan-hui Xu},
  year = {2026},
  journal = {Frontiers in Psychology},
  doi = {10.3389/fpsyg.2026.1929322},
  url = {https://doi.org/10.3389/fpsyg.2026.1929322}
}

RIS

TY  - JOUR
TI  - Examining preservice mathematics teachers’ perceptions of technological pedagogical content knowledge (TPACK) pathways: a structural equation modeling approach
AU  - Yan-hui Xu
PY  - 2026
JO  - Frontiers in Psychology
DO  - 10.3389/fpsyg.2026.1929322
UR  - https://doi.org/10.3389/fpsyg.2026.1929322
ER  -

APA

Xu, Y. (2026). Examining preservice mathematics teachers’ perceptions of technological pedagogical content knowledge (TPACK) pathways: a structural equation modeling approach. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2026.1929322

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crossref · retrieved 2026-11-07T14:46:53.368Z