MARIRE, J. Does a graph-intensive economics curriculum promote epistemological access to economic theory?. South African Journal of Higher Education, [S. l.], v. 32, n. 1, p. 140–161, 2018. DOI: 10.20853/32-1-1651. Disponível em: https://www.journals.ac.za/sajhe/article/view/1651. Acesso em: 7 oct. 2025.