Is it possible to utilize the History of Mathematics in the teaching of Mathematics? In what way? What are the advantages and disadvantages of trying to pedagogically utilize History in teaching practice? Are there persuasive examples of connecting teaching and the History of Mathematics?

These are some of the questions addressed by the authors of the collective volume you are holding. The volume includes a collection of scientific articles that emerged as a result of a series of lectures and a Symposium on the Pedagogical Utilization of the History of Mathematics in Teaching, recently organized by the Scientific Association for the Teaching of Mathematics.

This publication is a first step in achieving the primary goal of the Association: connecting theory and practice in the school environment and promoting innovative teaching approaches and experimentation. The authors of the articles are reputable university academics (mathematicians, historians of mathematics, educators) as well as active teachers with postgraduate and doctoral studies, as well as research work in the field of Mathematics Education.

The articles cover a wide range of relevant topics, such as the search for methodology, historical and teaching material, theoretical frameworks, and ways to integrate History into the curricula. Given that the discussion about the pedagogical utilization of the History of Mathematics has been of great interest to the international community of Mathematics Education over the past decade, this collective volume aims to fill a gap in the Greek literature.

We believe that all the articles are characterized by originality, scientific validity, and, most importantly, they pertain to the Greek reality. It is addressed both to all educators and to students of Mathematics and Education Departments, as well as to researchers in the field of Mathematics Education.