As a K–12 math teacher, this article resonates deeply with what I see in my classroom every day. My students have unprecedented access to tools that can solve equations, graph functions, and even explain concepts in seconds — but those tools can’t replace thinking. I’ve watched students copy down an AI-generated answer without understanding why it works or how it connects to previous concepts. The danger isn’t in using AI; it’s in using it instead of curiosity. When students stop asking why, they stop building the critical thinking and problem-solving skills math is meant to develop. It’s my job not just to teach them how to get the answer, but to understand the reasoning behind it — to make connections, ask questions, and embrace the “pause” the author describes. That’s where the real math — and real learning — happens.