Our official mathematics subject curricula are full of names next to rules, laws, theorems and results. Usually, most of these names refer to male mathematicians whose works had a high impact in the history of mathematics. However, there is the possibility of giving a more coeducative view to this science, achieving a less unequal curriculum with respect to the gender perspective. The first step on this way is the paradigm shift which must occur in university curricula, and history of mathematics is a very good example of this. This article shows how it is possible to coeducate from the history of mathematics and what acceptance this new look in gender perspective can have among our students.