In recent decades, we have seen the integration of history into students’ and teachers’ mathematics education flourish, yielding numerous teaching proposals and materials.
In this paper, I explore some examples of how I have promoted this integration within teacher education, grounded in the theory of commognition. Through the notions of commognitive conflict and metadiscursive rules, mathematical practices from the past are explored to problematise concepts, views on mathematics (e.g., mathematics is universal, immutable, only brilliant minds can engage in it), and views on how it is learned and taught. Within this framework, the use of primary sources is deemed essential. To conclude, I share the findings of a recent investigation into mathematics textbooks and highlight some challenges we must address to further promote this integration in Brazil.