Integrating history of mathematics into the mathematics classroom

Abstract

In this paper, we endeavor to sensitize mathematics teachers to the benefits, for them and their students, that result from an adequate integration of history of mathematics into classroom instruction. Acknowledging some objections and difficulties inherent to such an approach to curriculum, we also present a
number of ways of integrating history of mathematics into classroom teaching that have been suggested in the literature. We provide several useful resources and references for helping and guiding classroom teachers in their attempts to integrate history of mathematics into their teaching.