The history of mathematics, as part of all history and universal human culture, tells about the origin of mathematical phenomena and problems; to which extent they are connected to practice, either because they grew from it, or they developed in the human mind and found their application in practice; the tendencies for generalization and confirmation of scientific hypotheses etc. It represents the basis of modern scientific methodology, and is one of the most important sources of the thinking process. The facts studied in the course of mathematics education appeared many centuries ago, and they can therefore be completely understood only in the historical context and ambiance. The very methodical way during the formation of mathematical concepts often develops in the same way in which those concepts first appeared: by direct counting, measuring, noticing etc. real objects. The aim of our work was to show why the history of mathematics is needed in education, and to point out some ways in which the history of mathematics can find more space in mathematics teaching. In the work, we will discuss the general history of mathematics, its educational role in teaching mathematics, we will draw attention to some facts why a wider presence of the history of mathematics is needed in teaching, will give some suggestions how to achieve a wider presence of the history of mathematics elements in teaching, and we will examine the extent to which the elements of the history of mathematics are present in education in the world.