The interaction between history and the didactics of mathematics has recorded an increasing interest over the last decades. In the scientific community, there is a growing consensus about the positive impact of mathematical-historical elements on the teaching of mathematics. Historical references are supposed to lead to a promising linking and mediation of mathematical concepts. In addition, such references may underline and accent the frequently forgotten dimension of humanness and the role of mathematics for our society. Numerous endeavours and expectations are proclaimed, whereas the actual work of the history of mathematics gives a big leeway to further findings.This paper is supposed to make a small contribution to this specific gap and examines the didactical profit of historical elements. Prior to this, the intersection between history and mathematics is demonstrated by exemplarily taking up mathematical concepts that have changed our world. Then, the possibilities of implementation into regular teaching are discussed. The empirical part forms the conclusion of the paper, in which theory is supposed to be tested in practice. In order to do so, a project about the „History of Numbers” was conducted in a new secondary school in Graz. The findings of this project were analysed and evaluated. The evaluation of a survey among the participating students shows a predominantly positive sentiment towards the history of mathematics, especially the relief to entirely formal mathematics seems to be desirable.