This paper discusses the value of history of mathematics in teacher education from the perspectives of HPM, its role in teachers'PCK and in the curriculum system. In the meanwhile, in order to know the history of mathematics in the curriculum for student-teacher, an investigation was done through questionnaires. These questionnaires were completed by teachers from normal universities located in 32 provinces or municipal cities of China. The statistical results reveal that most of the normal universities or colleges have the foundation to operate the history of mathematics courses. However, there is still a gap between the current curriculum objectives and requirements by scholars. In the future, more expertise teachers should be involved in teaching the history of mathematics to improve the quality of these courses.