During my undergraduate studies, I engaged deeply with courses and literature on the integration of history in education. I strongly believe that introducing the historical context of mathematical concepts in lessons is essential, as it humanizes these often abstract ideas, making them more accessible and relatable. I recall my time teaching mathematics back home, where students would express their frustration with statements like, “I wonder who invented Mathematics?” or “Who is subjecting us to this torment?” It often felt like the subject had a wicked inventor who sought to impose unnecessary challenges on them. However integrating the development of mathematical concepts into my teaching, will help students recognize that these scholars made significant contributions to this field in response to real-life challenges, and they faced struggles similar to their own in the pursuit of knowledge, and when students realize that mathematics didn't simply appear but instead evolved through human creativity and perseverance, it can inspire them and help embrace the learning process, knowing that even renowned inventors faced obstacles and setbacks along their journey.

 To bring history into my mathematics lessons effectively, I would encourage students to research the historical origins of specific areas, such as algebra, geometry, and trigonometry, and present their findings to the class. Additionally, I would take moments during lessons to pause calculations and share intriguing stories about the individuals and events that shaped mathematical discoveries. I can also do brief biographies of these Mathematical heroes, highlighting their relevance to the topic taught. This approach fosters a deeper appreciation for the subject and reinforces the idea that they, too, have the potential to innovate and solve problems.

I took a moment to reflect on this insightful quote by (Ransom et al, 1991,9),  that “Students involved in historically oriented study projects may develop personal growth and skills, not necessarily associated only with their mathematical development, such as reading, writing, looking for resources, documenting, discussing, analyzing, and ‘talking about’ (as distinct from ‘doing’) mathematics.” This observation brings to light the significant challenges that some of my top Math students encounter. Although they demonstrate remarkable aptitude in discovering and applying mathematical formulas, they frequently struggle with literacy skills, even though they are immersed in the same educational environment. This discrepancy raises important questions about the interplay between mathematical problem-solving and literacy. I can personally relate to this experience. While studying at UBC, my engagement with a diverse range of academic articles has profoundly enhanced my reading and writing abilities. Previously, I was primarily focused on solving complex problems using laid-out steps, without pausing to consider the theoretical foundations or the derivations of the formulas I was employing. This shift in perspective has allowed me to appreciate the details of mathematical language and expression, ultimately deepening my understanding of the subject. By fostering literacy skills alongside mathematical knowledge, I believe we can better support students in achieving a more holistic educational experience. I found these statements in the article particularly compelling. One that stood out to me was, "there is not enough classroom time for mathematics learning as it is, still less when it is proposed to teach the history of mathematics as well." Another was, "there is no clear or consistent way of integrating any historical component in students’ assessment, and if it is not assessed, then students will not value it or pay attention to it." These points really resonate with the current state of the school system because, in Nigeria, for instance, the challenge of insufficient classroom time to cover the syllabus is significant. With the external examinations being the primary goal for students aiming for university, it’s understandable that they may not show interest in learning the historical aspects of mathematics. After all, the focus is primarily on problem-solving, as that is what will ultimately determine their grades and their ability to advance to the next class or institution. The lack of assessment related to historical content only exacerbates this issue, as students have little incentive to engage with it. However, having read this piece, I am still convinced that history should be inculcated in the teaching process, no matter how little, because developing a total child is key in fostering a well-rounded individual.