Re-reading the conclusion, I can see that. Though I'd argue making it fun as a precursor to rote work is essential to making math bearable to begin with. The only way I got through physics is because my professor had bombass drawing skills and would make light of a lot of "force diagrams." It made the tedious work grounded in something I looked back fondly on.
On: only some people use it... Yeah. Best I can offer when my kids ask me when they will ever use it is by my nerding out about some everyday phenomena and hoping I can direct it in an inspiring way.
I think I'm bhaving trouble connecting your last two sentences. If you're willing to clarify, then I'm all for knowing where the 'want' disconnected with the 'understanding.'