PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
Sensemaking in Statewide College Mathematics Curriculum Reform
Page: 973
We draw on the theory of sensemaking and sensegiving to characterize the social cognitive aspects of transformative organizational change in the context of statewide college mathematics curriculum reform efforts with the goal to understand the barriers to implementing the forms. In order to further understand the change process and the challenges these changes present, we conducted interviews with institutional, state, and national leaders of these efforts.