In this extended essay, I use cultural-historical activity theory to look at the questions Theodore Eisenberg raises about the inclusion of historical facts, both historical tidbits and ethically questionable tendencies and horrific actions (the Shoah), in the teaching of mathematics. I conclude by suggesting that the ultimate answer has to be one that involves a decision, which means that an answer cannot be provided a priori or be determined by any antecedent. Deciding to include this or that in a mathematical curriculum is an ethical act.
"Historical Tidbits, the Shoah, and the Teaching of Mathematics,"
The Mathematics Enthusiast: Vol. 5
, Article 3.
Available at: http://scholarworks.umt.edu/tme/vol5/iss1/3