Over the years, the journals of the National Council of Teachers of Mathematics (NCTM) have published numerous articles on the history of mathematics and its use in teaching. These journals have included *Teaching Children Mathematics**, **Mathematics Teaching in the Middle School**,* and *Mathematics Teacher**,* each of which was published through May 2019. In January 2020, these three journals were replaced by NCTM's new practitioner journal, *Mathematics Teacher: Learning & Teaching PK–12* (MTLT). Thanks to the efforts of *Convergence* founding co-editor Frank Swetz, NCTM has allowed *Convergence* to republish (in pdf format) up to two articles from *Mathematics Teacher* annually since 2015.

One of the editors’ picks for 2023 is an article by Patricia S. Wilson and Jennifer B. Chauvot, in which the authors offer a strategy that can help instructors and students begin to reap the benefits of using the history of mathematics in the classroom as they learn more about both history and mathematics:

Patricia S. Wilson and Jennifer B. Chauvot, “Who? How? What? A Strategy for Using History to Teach Mathematics,” *Mathematics Teacher*, Vol. 93, No. 8 (November 2000), pp. 642–645. Reprinted with permission from *Mathematics Teacher, *© 2000 by the National Council of Teachers of Mathematics. All rights reserved.

(Click on the title to download a pdf file of the article, "Who? How? What? A Strategy for Using History to Teach Mathematics.")

Asked to reflect on their article, Professors Wilson and Chauvot wrote:

*Our article was published 23 years ago, and it still has relevance today. We wrote this work because we believed that infusing history of mathematics would interest mathematics learners and help them see the important contributions mathematics makes to all cultures as well as how different cultures have studied and used mathematics. Mathematics has always been universal in its impact. We need to encourage universal participation, and yet rigorous mathematics continues to be inaccessible to some populations. We hoped that a framework highlighting the who, how, and what of mathematics would support teachers and curriculum developers in getting started. By examining ***who** does mathematics and who pursues mathematics-related careers from a historical perspective, we begin to understand how societal norms of the time influenced perceptions of who does mathematics, when, in fact, we are all doers of mathematics. With a focus on **how** mathematics is done over the years, we see curiosity, sense-making, problem-solving, deductive and inductive processes, and reasoning that are necessary skills for all careers and for making sense of the overload of data we encounter through our news outlets and social media. **Who** does the mathematics and **how** it is done influences **what** is considered to be mathematics. Infusing a historical perspective highlights the humanistic nature of mathematics as a vibrant body of knowledge that goes beyond procedures and calculations to include an unlimited interconnected web of concepts and ideas.

#### About NCTM

The National Council of Teachers of Mathematics (NCTM) is the public voice of mathematics education, supporting teachers to ensure equitable mathematics learning of the highest quality for all students through vision, leadership, professional development, and research. In addition to its practitioner journal *Mathematics Teacher: Learning & Teaching PK–12* (MTLT), the council currently publishes a mathematics education research journal, as well as an online journal for teacher educators (jointly with the Association of Mathematics Teacher Educators). With 80,000 members and more than 200 Affiliates, NCTM is the world’s largest organization dedicated to improving mathematics education in prekindergarten through grade 12. For more information on NCTM membership, visit http://www.nctm.org/membership.

#### Other *Mathematics Teacher* Articles in *Convergence*

Patricia R. Allaire and Robert E. Bradley, “Geometric Approaches to Quadratic Equations from Other Times and Places,” *Mathematics Teacher,* Vol. 94, No. 4 (April 2001), pp. 308–313, 319.

David M. Bressoud, "Historical Reflections on Teaching Trigonometry," *Mathematics Teacher,* Vol. 104, No. 2 (September 2010), pp. 106–112, plus three supplementary sections, "Hipparchus," "Euclid," and "Ptolemy."

Richard M. Davitt, “The Evolutionary Character of Mathematics,” *Mathematics Teacher*, Vol. 93, No. 8 (November 2000), pp. 692–694.

Keith Devlin, "The Pascal-Fermat Correspondence: How Mathematics Is Really Done," *Mathematics Teacher,* Vol. 103, No. 8 (April 2010), pp. 578–582.

Jennifer Horn, Amy Zamierowski, and Rita Barger, “Correspondence from Mathematicians," *Mathematics Teacher*, Vol. 93, No. 8 (November 2000), pp. 688–691.

Po-Hung Liu, “Do Teachers Need to Incorporate the History of Mathematics in Their Teaching?,”* Mathematics Teacher*, Vol. 96, No. 6 (September 2003), pp. 416–421.

Seán P. Madden, Jocelyne M. Comstock, and James P. Downing, “Poles, Parking Lots, & Mount Piton: Classroom Activities that Combine Astronomy, History, and Mathematics,” *Mathematics Teacher*, Vol. 100, No. 2 (September 2006), pp. 94–99.

Peter N. Oliver, “Pierre Varignon and the Parallelogram Theorem,” *Mathematics Teacher*, Vol. 94, No. 4 (April 2001), pp. 316–319.

Peter N. Oliver, “Consequences of the Varignon Parallelogram Theorem,” *Mathematics Teacher,* Vol. 94, No. 5 (May 2001), pp. 406–408.

Robert Reys and Barbara Reys, “The High School Mathematics Curriculum—What Can We Learn from History?”, *Mathematics Teacher*, Vol. 105, No. 1 (August 2011), pp. 9–11.

Rheta N. Rubenstein and Randy K. Schwartz, “Word Histories: Melding Mathematics and Meanings,”* Mathematics Teacher*, Vol. 93, No. 8 (November 2000), pp. 664–669.

Shai Simonson, “The Mathematics of Levi ben Gershon,” *Mathematics Teacher,* Vol. 93, No. 8 (November 2000), pp. 659–663.

Frank Swetz, “The ‘Piling Up of Squares’ in Ancient China,” *Mathematics Teacher*, Vol. 73, No. 1 (January 1977), pp. 72–79.