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The amount of information available to the mathematics teacher is so enormousthat the selection of desirable content is gradually becoming a huge task initself. With respect to the inclusion of elements of history of mathematics inmathematics instruction, the era of Big Data introduces a high likelihood ofRecency Bias, a hitherto unconnected challenge for stakeholders in mathematicseducation. This tendency to choose recent information at the expense ofrelevant older, composite, historical facts stands to defeat the aims andobjectives of the epistemological and cultural approach to mathematicsinstructional delivery. This study is a didactic discourse with focus on thisthreat to the history and pedagogy of mathematics, particularly as it affectsmathematics education in Nigeria. The implications for mathematics curriculumdevelopers, teacher-training programmes, teacher lesson preparation, andpublication of mathematics instructional materials were also deeply considered.

Recency Bias in the Era of Big Data: The Need to Strengthen the Status of History of Mathematics in Nigerian Schools