Using history has a great importance in teaching mathematics subjects. In the history, there are many fundamental developments made by mathematicians, but most of them were ignored by later researchers. In fact, the difficulties met by children in historical development are similar to those done in today’s classroom (Avital, 1995). According to the National Council of Teachers of Mathematics (NCTM) (1991), students’ motivation may increase by the help of the using history in school curricula. In fact, the history of mathematics “creates a bridge from the past to the future” (Reimer & Reimer, as cited in Swetz, 1995, p. 14). However, some teachers may see mathematics as an abstract lesson and they try to teach by this way. A historical approach may help in understanding the mathematics is not an abstract field. Moreover, it may contribute to development of the society. 

Many studies (Kamii, 1986 ; Thompson & Bramald, 2002; MacDonald, 2008) indicate that several children get into difficulty while learning the concept of place value and the skills related to it. Therefore, there is a need for improving the main teaching abilities (Baroody, 1990).

Avital, S. (1995). History of mathematics can help improve instruction and learning. In F. J. Swetz, J. Fauvel, O. Bekken, B. Johansson & V. Katz (Eds.), Learn from the masters! (pp. 3-12). Washington, DC: Mathematical Association of America. Baroody, A. J. (1990). How and when should place-value concepts and skills be taught? Journal for Research in Mathematics Education, 21(4), 281-286. Hodgkin, L. (2005). A history of mathematics from Mesopotamia to modernity. New York: Oxford University Press. Kamii, C. K. (1986). Place value: An explanation of its difficulty and educational implications for the primary grades. Journal of Research in Childhood Education, 1, 75-86. MacDonald, A. (2008). “But what about the oneths?” A year 7 student’s misconception about decimal place value. Australian Mathematics Teacher, 64(4), 12-16. National Council of Teachers of Education. (1991). Professional standards for teaching mathematics. Reston, VA: Author. Swetz, J. F. (1995). Mathematical pedagogy: A historical perspective. In V. Katz (2000), Using history to teach mathematics: An international perspective (pp. 11‐16). Washington, DC: Mathematical Association of America. Thompson, I. & Bramald, R. (2002). An Investigation of the Relationship between Young Children’s Understanding of the Concept of Place Value and Their Competence at Mental Addition. Report for the Nuffield Foundation, Department of Education, University of Newcastle upon Tyne.