Curriculum silences: a post-critical analysis of the IFNMG Mathematics degree program

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Content analysis reveals limitations in addressing diversity and social problems in the IFNMG Mathematics degree program.

Limitations in the curriculum show a lack of depth in addressing important social issues, including diversity and gender asymmetries.
Findings indicate a superficial handling of diversity, which affects students' engagement with important societal themes.
Using content analysis, the study examines the curriculum of the Mathematics degree to reveal hidden biases and silences.
The analysis highlights the need for curriculum reforms to better represent social issues and promote inclusivity in mathematics education.

Almeida et al. (2025) studied this question.

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