In this paper, I will discuss recent attempts at introducing history of mathematics in Norwegian schools. After giving some general comments, I will focus on the impact these attempts have had on Norwegian textbooks. The introduction of history of mathematics in mathematics education can be decided on several levels. Of course, individual teachers (or groups of teachers) may decide to include history of mathematics in their teaching, if they have the necessary interest and knowledge. Textbook writers may introduce history of mathematics in their textbooks. This is also
dependent on their interest and knowledge. Or (at least in Norway) the government may decide to include history of mathematics in the curriculum. (In Norway, « the curriculum » is stated in one big book, set and published by the government). (In theory, pupils could also demand historical information. To work, however, that would depend on the interest of both pupils and teachers, as well as a certain knowledge on the part of the teachers).