In this paper, I present my way of training future teachers in the use of history to improve students’ mathematical learning. The strategy that I recommend includes three components in constant interaction. First of all, there is the manipulation of artefacts, reinforced by an opening towards ethnomathematics. Secondly, there is the study of original short texts taken mainly from six major works covering almost completely the contents of secondary education. Finally, future teachers are responsible for designing pedagogical sequences inspired by history and experimenting with them in their classes during internships. 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 at the cultural, epistemological and didactic levels.