> but they only became more important to understand how they worked

Agreed. At one point, for this reason, they introduced graphic calculators into the classroom, for example, circa 1990, the TI-81. It became more important to understand how they worked than spend the time to do the calculations.

A couple days ago, I wanted to understand how the Contrastive Language-Audio Pretraining model works so I spent 3 hours making data visualizations using Claude Code. [0] Look at the math notation which to me is very intimidating. Nevertheless, being able to visualize the values as animated cells in a grid synced with computation, I immediately grokked how the information was transformed into something that can be used to train a model from audio data -> image data -> 512 embedding.

Working through these problems in 3 hours using a coding agent will be analogous to working through calculous and linear algebra problems in 1990 with a graphing calculator. It is still 3 hours of wracking a brain.

[0] https://adamsohn.com/clap/