History for Diversity in the Teaching and Learning of Mathematics

Abstract

This paper reports on a workshop delivered at the CETL-MSOR Conference 2025 that explored the use of historical narratives to foster inclusivity, enhance student engagement, and support a stronger sense of belonging in university mathematics, particularly for under-represented groups. The workshop addressed several interconnected themes, including historically overlooked mathematicians, mathematics and statistics with problematic historical legacies, the role of historical perspectives in shaping student confidence and mathematical identity, and the use of historical mathematical methods to illuminate modern problems. Through a combination of discussion-based activities and illustrative case studies, participants considered how history can be incorporated into teaching in ways that encourage critical reflection on both the development and use of mathematical knowledge. The workshop also introduced the History for Inclusion & Diversity in Mathematics Network, which supports practitioners interested in using the history of mathematics to promote equality, diversity, and inclusion in higher education, and participants were invited to engage with the network and its resources.