I am afraid that the effect may be opposite to that intended. I don't know what it's like in your country, but in Poland, people who have problems with basic calculations, creating a simple proportion or calculating a percentage can graduate from technical school or even higher education. Very often, these are people whose intellectual potential allows them to understand these issues, but they have never had the need or motivation to do so. Probably because mathematics in school was limited to memorizing formulas and definitions and performing calculations using calculators. My opinion is that to understand something well, you need to do it manually from start to finish at least once, and often repeat this operation many times. Using tools too early makes not only students but also teachers lazy. The calculator will allow you to achieve the result faster and with less risk of error, but this will not be the result of developing mathematical skills, but of entering data into the calculator in a "monkey motion". While speeding up certain operations and reducing the risk of mistakes makes sense at work, this is not what education is about. Learning is about performing certain operations step by step, and the mistakes you make draw your attention to what you need to improve.

Notice how the use of artificial intelligence in education impairs independence and creativity. You will observe similar effects in any situation when the task is performed for the student by the tool. Therefore, I believe that the time to learn how to use tools is only after understanding a given issue.