In this context, your idea of history is of a "Historian's history". The article on the other hand is about "more historical context" in the progression of math

In this context, your idea of history is of a "Historian's history". The article on the other hand is about "more historical context" in the progression of mathematical tools and ideas. Worth considering, is that if this practice gained widespread appeal, the quality of how it is done (by the best and probably by the majority) would improve. For my opinion, I think the idea "incorporate history" is just the most obvious first attempt at more story telling in mathematics. If these "stories" are not a part of the classroom then they may come too late or never for the majority. I do agree that math is a tool, but it should be taught with more rhetorical tools. To trade a little into your knowledge space, think about the fondness many have for "The Little Schemer".