Abstract
The purpose of this chapter is to provide a broad view of the state of the field of history of mathematics in education, with an emphasis on mathematics teacher education. First, an overview of arguments that advocate for the use of history in mathematics education and descriptions of the role that history of mathematics has played in mathematics teacher education in the United States and elsewhere is given. Next, the chapter details several examples of empirical studies that were conducted with elementary (or, primary) and secondary mathematics prospective teachers. Finally, the chapter outlines examples of research from the “next generation” of infusing history in mathematics education, by providing accounts of practicing teachers who incorporated history of mathematics in teaching at the primary, secondary, and tertiary levels.
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