In this paper, I present my way of training future teachers in the use of history to im-prove students’ mathematical learning. The strategy that I recommend includes three components in constant interaction. First of all, there is the manipulation of artefacts that the teacher can use in a process of semiotic mediation to favour the appropriation of the mathematical knowledge embedded in these objects. This importance given to gestures, procedures and instruments is reinforced by an opening towards ethnomath-ematics. Secondly, there is the study of short original texts taken mainly from six major works covering almost completely the contents of secondary education. This study is done in close connection with specific curriculum items and the conception of scenarios for the classroom. Finally, the future teachers are responsible for design-ing pedagogical sequences inspired by history and experimenting with them in their classes during the internships. This devolution phase, which is the subject of didactic analyses, seems to me essential for a sustainable integration of the training’s achievements. The main objective of this triptych of activities is not to train future teachers in history, but to train them in the teaching of mathematics by deepening their knowledge of the discipline on the cultural, epistemological and didactic levels.