The parallel is real, but in math the "cash value" of the results often won't appear for years, if at all, and so the teaching and "intellectual fortification" is the primary point of the whole enterprise (at least, a major part of it).

In contrast, the value of a program is typically just the "black box" service it provides. Indeed, the program itself has always been opaque to most business stakeholders. Before, they paid human programmers and got back a program they didn't understand but could use; now, they pay an LLM provider and get back a program they don't understand but can use. In the pre-LLM era, the economic value of "understanding" and "shared knowledge" about the programs themselves was only that it made maintenance and changes cheaper. It never had intrinsic value, except as intellectual satisfaction to programmers (I was... am... one of those who found that value).