The importance of integrating history into mathematics education is widely recognised in the literature and advocated in curricula worldwide, including in China. However, under the influence of the long-standing centrally designed curricula, teachers in China are accustomed to content- and teacher-centred examination-driven teaching practices. Adopting a life story approach, this paper reports the case of a mathematics teacher who integrated history into her mathematics teaching during the initial two years of her teaching in a Shanghai high school. The agentic perspective adopted in the study...
