Why study the history of mathematics?

Abstract

This paper advances the proposition that there is need to rethink the function of history in mathematics education. The ‘genetic principle’ and other ways in which the history of mathematics may be useful to teachers are examined; it is found that most of these are of limited value in the school situation. The claim is made that, in education, the main reason for studying the history of mathematics is to throw some light on the nature of the discipline. It is further claimed that a key role is played in this connection by the distinction and the interaction between the content and the form of mathematics.