There's a critical distinction to your complaint - the linked doc addresses how one teaches math, not the math one teaches. It's not unreasonable to suggest that curricula authors maybe choose not to make all the $PREDOMINATELY_MALE_OCCUPATION characters in their word problems males etc. etc. Using the 'defaults' in construction of narrative problems and lessons is itself a choice, so why not take the one that tends toward equity, equality, and inclusion?

The subsequent exercise suggesting a close reading of the gender roles in said word problems ... doesn't seem to have a lot to do with learning math, I'll grant.