Science and mathematics are universal endeavors. However, the historical perspective of science and mathematics has been westernized across the curriculum in the USA. There is a limited number of textbook analyses centered on exploring the representation of science and mathematics under a historical standpoint. This research seeks to discuss the dominated historical viewpoints presented in the textbooks and uncover the untold historical perspectives of science and mathematics contributors from non-western regions. A discourse analysis of eleven science and mathematics textbooks published over the course of 10 years was examined under an ethnocentric and cultural imperialistic lens with a focus on the hidden curriculum. The findings reflect that science and math textbooks continue to exhibit male Eurocentric representations. This research offers counter-hegemonic discourses in the history of science and mathematics not present in the analyzed textbooks with the purpose of diversifying the scientific and mathematic historical content knowledge. By offering teachers and students with diverse perspectives of the history of science and mathematics, the curriculum becomes enriched with accurate knowledge that serves and represents all learners.

科学和数学是普遍的努力。然而，科学和数学的历史视角已经在美国的课程中西化。教科书分析的数量有限，这些分析集中在从历史的角度探索科学和数学的表征。本研究旨在探讨教科书中占主导地位的历史观点，揭示非西部地区科学和数学贡献者的不为人知的历史视角。在种族中心主义和文化帝国主义的视角下，对 10 年间出版的 11 部科学和数学教科书进行了论述分析，重点是隐藏的课程。调查结果反映，科学和数学教科书继续表现出男性欧洲中心论。本研究提供了分析的教科书中没有的科学和数学史中的反霸权话语，目的是使科学和数学历史内容知识多样化。通过为教师和学生提供科学和数学史的不同视角，课程丰富了为所有学习者服务并代表所有学习者的准确知识。