When mathematics is taught, the focus is almost always on absolute rigour, formulae, and immediate practicality. But what happens when we look at math as a deeply collaborative, creative human endeavor? Co-authored with doctoral researcher Jason H. M. Yip, this article traces our journey from a practical classroom research project in a Milton Keynes secondary school to a much broader conversation about teacher collaboration, representation, and professional learning communities across the UK and Europe.
Rather than treating the history of mathematics as a separate, isolated topic, this piece explores how we seamlessly wove historical narratives, biographical sketches, and classical artifacts directly into everyday Key Stage 3 lessons. By sharing our experiences presenting at various national and international conferences (ranging from research-focused meetings like the British Society for the History of Mathematics (BSHM) to teacher-facing events like #MathsConf39) we discuss the very real, practical challenges teachers face when trying to fit these ideas into tightly structured syllabi. Ultimately, it’s an invitation to bridge the gap between research and the classroom, detailing how we established the History and Mathematics in Education Network (HaMiEN) to help educators share resources and collaborate without adding to their curricular burden.
Where to read it:
The full article is published in Mathematics Today (October 2026, Vol. 62, No. 5, pp. 138-140). If you are a member of the Institute of Mathematics and its Applications (IMA), you can access the full issue via the IMA’s Mathematics Today Archive.