Developing a questionnaire on technology-integrated mathematics instruction: A case study of the AMA training course in Xinjiang and Taiwan

Abstract

This study describes the development of a questionnaire to evaluate how teachers perceive technology-integrated math instruction. Following an AMA (Activate Mind Attention) 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 Xinjiang and those from Taiwan. 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.