| Most mathematician on mathematical history and workers on mathematical education have understood the value of mathematical history and asked for mathematical history getting into mathematics education. The former mathematical teaching programs were only involved some knowledge of mathematical history. They didn't definitely put forward concrete demands and teaching proposes. Most mathematical educators have their separate thoughts for blend of mathematical history and math teaching. Therefore, author consulted kinds of understanding of mathematical history, combined Common Senior Math Course Criteria (short for Criteria in the following) which Ministry of Education issued and individual experience. Author reorganize understanding of mathematical history: the first one is the sense of knowledge and skills; the second is the value of process and methods; the third is the meaning of emotion, attitude and the attitude towards value. The studying process of mathematics concepts, propositions and solving problems have much in common with the rules of mathematical development. Therefore, the knowledge about mathematical history need to be put into the teaching of the math concepts, propositions and solving problems .But how does this happen? This is aims of my thesis: First, the knowledge of mathematical history is put into the concepts teaching. Second, the knowledge of mathematical history is put into the propositions teaching. Third, the knowledge of mathematical history is put into solving-problems teaching. In the end, the thinking and the suggestions raised about the knowledge of mathematical history mixing with the senior math teaching demands the teachers in the high school should have certain attainment of the mathematical history and the principles which need following in teaching.
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