This is not mathematics, but arithmetic/calculating. When one starts teaching not-children-anymore mathematics (typically at the university), one indeed starts with something of the kind of algebraic structures and proofs.
It may very well be a trivial and uninteresting part of mathematics compared to the rest, but it’s still mathematics nonetheless.
She will certainly learn the deeper concepts in university, but catching up with coding quickly, even in a shallow manner, is super beneficial. I think it's a huge plus.
Well it’s right, but you can turn a student from one who doesn’t want to learn into one who does.
You can absolutely motivate unwilling or uncooperative students to learn. I have done it many times.
It has greatly accelerated the process of building prototypes in multiple languages and building various permutations of solutions.
Doing that has allowed me to study various problems both from the bottom up and the top down. I think that has been useful for understanding concepts.
I could have done the same things without AI, but it would have taken a lot longer.
I still think it’s better to learn without too much tooling of any kind, but that’s a topic for another day.
Depends. In my high school, math was tought not by telling us the proofs, but by asking us to provide them.
You teach programming by giving simple assignments, not by handing out “calculators”.
When we teach math to children we don’t start with algebraic structures and proofs. We give them simple recipes.
Later we show them problems that the recipes can’t solve and dig deeper. „By the way, the thing we did last year, it actually works like this…“