So first of all, I agree that I wish right-wing agitators who suddenly seem to care about academic integrity would be as much up in arms against the dismantling

So first of all, I agree that I wish right-wing agitators who suddenly seem to care about academic integrity would be as much up in arms against the dismantling of universities due to economic concerns (which is often driven by the right). And then, we can certainly debate the amount of historical context that should be included ideally in a mathematics education (although this has no clear answer; some people might prefer it, some people - who don't like humanities to begin with - might be worried to see the subjects they have been traditionally good at "diluted" - and at any rate, how much history helps with understanding mathematics depends a lot on the particular case in question). I do think the history of mathematics is interesting - although I don't think that there is that much ground to cover when it comes to the Babylonians... But it's still a fact that today's maths teachers are not necessarily equipped to turn half of their mathematics currículum into a historical or sociological discipline. And it also remains a fact that mathematics as we conceive of it was started by the Ancient Greeks and is tied a lot to our culture and to any culture that was also influenced by the Greeks (which includes the Muslim world and India - indeed in the middle ages, that is where all the progress was made), although some significant results were also discovered e.g. in China.