Conceptions of high school teachers about uses of the history of mathematics

In this paper, we present the results of a research whose purpose was to analyze conceptions of high school mathematics teachers about including the history of mathematics in their teaching. We used a mixed method for the collection and analysis of data. To identify some of the teachers' conceptions, we created a questionnaire and an interview. Results show that most teachers in the study are not used to consider the history of mathematics in their teaching; moreover, their conceptions about including this resource are mediated by their view of the educational system.