ABSTRACT
This chapter explains the methods and structure of both research strands as well as their main results, while providing illustrative examples of both strands from the work within the Congress of European Research in Mathematics Education (CERME) Thematic Working Group (TWG) on 'History in Mathematics Education'. It outlines that the contents of representative papers, which shows the various theoretical frameworks and methodologies applied in the TWG. History of mathematics, either as a topic to be taught or as an inspiration and background for mathematics teaching, became en vogue in several countries in the 1960s and 1970s. T. H. Kjeldsen, whose background is in the history of mathematics, suggests a theoretical framework for discussing "how history benefits students' learning of mathematics, and develops students' historical awareness". The chapter addresses the work carried out in the TWG and relate this to the three Cs of ERME: Communication, Cooperation and Collaboration.
