The danger is that incorporating history is very easily to do badly. I remember various science lessons at school which were made duller and more confusing by t

The danger is that incorporating history is very easily to do badly. I remember various science lessons at school which were made duller and more confusing by the teacher taking a historical approach. We have better mathematical notation, explanations etc these days that make various topics far easier to understand. Try reading most old mathematics books and it's a tough experience. It's certainly also possible to have a good understanding of mathematics without really knowing much about the history e.g. I understand Galois Theory but I really don't know much at all about the history of trying to solve polynomials or indeed about Galois himself other than he went and got himself killed in a duel. In fact when I was younger, too much history might have put me off the subject altogether. I'm old enough now to appreciate history but I wasn't when I was at school. Instead, I think a better approach is to identify parts of mathematics that teachers struggle to teach either in terms of concepts or motivation. Then one can look more carefully at those and see whether examples from history (or indeed other contexts) might help, rather than necessarily using history as the starting point. I think the article may be in accord here, but it is so easy for the message to get interpreted differently by teachers.