The book History as a Resource for Teaching T Mathematics: Problematizations and Investigative Practices, offered by Brazilian researcher Iran Abreu Mendes, shows history as a crucial element of decolonization, which is why it is part of this decolonizing path, supported by research carried out over more three decades. The author invites us to see the role that the history of mathematics can play in teaching, learning, and teacher training a role that is articulated throughout the book as intimately linked to social reality. In this ex- cellent book, Iran Mendes follows the emancipatory line of Brazilian thinkers such as Paulo Freire and Ubiratan D''''Ambrosio, through which mathematics teachers, math- ematicians and teacher educators will find a rich source of inspiration and reflection. Thanks to its transdisciplinary approach, the book opens up different perspectives for a more indepth reflection on what teacher training can be and what objectives the mathematics teaching-learning process can have today in societies that are increasingly defined in terms of multiculturalism and multilingualism.