What are some of the benefits and challenges of teaching mathematics from a historical perspective?

As a mathematics teacher I find that adding some historical context invigorates the pupils enthusiasm for learning mathematics. For example Florence nightingales use of statistical diagrams to convince the war office to spend more on the health and welfare of troops during the Crimean war. How zero travelled from India through Arabia into Spain , was rejected for use, by many European scholars of the time, as unneeded..a digit to represent nothing, ridiculous ..

As a former student I must have been thinking all mathematics were always in existence versus being discovered by inquisitive human beings during their life. It cannot be far from the truth that students today think in a similar way. It seems hard to believe the maths have taken hundreds of years to compile into one textbook used during a semester or two, but it is also a history book.

Actually I agree 100% on how history and culture are elements of the perspectives teaching of mathematics. e.g Egyptions introduced circle geometry when they wanted to tax citizens. The khoisans were counting in 2s in particular when counting their cows

Museum trips can be a great way to get students to experience some historical perspective in their maths studies and my MA project found evidence to suggest that they can help to improve student attitudes towards mathematics as well. Unfortunately, many museums avoid presenting the mathematical aspects of their stories, objects and exhibitions. It's worth cultivating a relationship with your local museum(s) to make sure that they know you'd value some exploration of the mathematics related to their work (and to help them identify it and develop appropriate materials).

Teaching mathematics with a historical context not only fosters a deeper appreciation for the subject but also nurtures critical thinking skills. It's like solving historical puzzles that have a profound impact on our world today.

You've highlighted an important aspect of teaching math historically, and it's true that finding reliable sources can be a challenge. I think it's essential to curate resources that are not only accurate but also engaging for students. The balance between history and math is a delicate one, but when done right, it can provide a rich and insightful learning experience.

So often students in the US are taught the history of mathematics from a eurocentric perspective. By high school, many American students have little exposure to the history of how cultures across the globe contributed to or used mathematics and are contributing today. Steven Strogatz, professor of mathematics at Cornell University spoke about his desire to see every high schooler's math education begin with a course in math appreciation. It would be the perfect place for a deep dive into the history of mathematics as well as contemporary uses. We as math teachers will have to continue to infuse teaching with non-white, non-eurocentric history and current applications to give students a more complete picture of the topics we study.

A big challenge is that mathematicians are not always historians and historians are not always mathematicians. Working together can help to open eyes and broaden horizons for both, and each can benefit from developing a better understanding of the other's field, both personally and professionally.

A simple yet esoteric question to propose is: "Is mathematics discovered or invented? It is fun to "see the wheels turning" as inner conflict surfaces; searching for the many times math is used in one's personal experience/s.

Mathematicians working with historians is a great way to overcome problems, but it can be difficult to find willing participants. Maths educators should reach out to their local museums, and historians should proactively make contact with their local schools. Only in this way can we hope to meet in the middle and make the necessary connections to explore the opportunities afforded by cross-disciplinary collaboration.

Every museum has a mathematical story running through it, but it is often hidden. In many cases this is just beneath the surface. Where maths is tackled by museums it often recreates the same ideas, but there is always something unique to be found. Someone here has already mentioned Florence Nightingale: how many museums can lay claim to some part of her story? And how many choose to either ignore or brush over her statistical work, which had a significant effect on the development of healthcare in the UK? Many areas of the UK can boast a connection with a local mathematician who made some contribution to the world's body of knowledge and understanding; any historical topic or theme has an essential mathematical component to it somewhere.

I love the idea of challenging students to solve historical mathematical problems. It's like a journey back in time, allowing them to walk in the footsteps of great minds. Plus, it's a brilliant way to grasp the evolution of mathematical concepts.

I have converted my age to binary form then back to connect the fact that computers perform binary functions at a very high order of magnitude faster and all around with great precision. Just the terminology used in mathematics can be impressive to hear and then understand.