Developing a questionnaire on technology‐integrated mathematics instruction: A case study of the AMA training course in X injiang and T aiwan

This study describes the development of a questionnaire to evaluate how teachers perceive technology‐integrated math instruction. Following an AMA ( A ctivate M ind A ttention) training course, we surveyed 322 teachers to understand their views on the implantation of AMA in the classroom. We also analyzed differences in viewpoints between teachers from X injiang and those from T aiwan. This questionnaire could be used in other studies on technology‐integrated training for math teachers and also provide a basis for improving AMA design workshops, thereby enhancing the ability of teachers to implement AMA effectively.