I then spent way more time than what I would have spent without the plotter to figure out that a pole and a zero were located right next to eachother.
I had no idea if the teacher had done that on purpose, but it made enough of an impression on me that I still remember it.
The point of math exercises is usually not to get to solution as quickly as possible.
Same with AI. Having AI generate a for loop doesn't mean you understand the concept of a for loop. You can argue that it's a waste of time to learn about for loops because an AI can write one for you but that's a separate matter.
Throw in "and when the batteries in your calculator die, you'll need to know how to do it by hand!" for good measure. :-)
I jest...
Then he brought the graphing calculators in and had us plot graphs on those, compare them to our hand sketches, and set domain and range on the graph based on the critical points we found. He emphasized that doing the math beforehand let us use the graphing calculator effectively, and without knowing the math the calculator was useless.
Which sounds like the most sensible voices w.r.t. AI. At least for now. Six months ago I would not trust AI for any but rather menial tasks, but frontier models are able to do more and more of what I do every time I turn around. The TI-83 has been a fixed quantity in terms of capability since the 90s, and it never computed derivatives itself.