Barriers to curricular change in general education mathematics at a large public institution.

摘要

This qualitative study looked for barriers to curricular change in general education mathematics at a large public university (LPU) in the Western United States. LPU still uses the traditional algebra-intensive curriculum and relies predominantly on College Algebra as its quantitative literacy (QL) course, which may be at the expense of more relevant and useful mathematics. The study uses Rogers' Diffusion of Innovations as a conceptual way to look at curricular change in higher education; and Bolman and Deal's Reframing Organizations as a framework that provides four different perspectives for examining issues within organizations. Interviews were conducted with 14 participants who included faculty, staff, and administrators. Analysis of the data showed 12 barriers that were grouped into four clusters: goals, control, quality, and communications. Finally, recommendations in each of the four clusters are offered for removing barriers, considering alternative curricula, and designing an intentional curriculum around QL learning outcomes.