I feel that what you describe is largely a pedagogical fault of the community though: most of the people who understand the topic gained their education in a particular way, and just haven't thought very hard about how they might make that process better using new technology. This isn't to call anyone out, of course, because that exact process happens to literally every field, and even within mature fields as new paradigms or technologies are developed.
I think there's a lot of room for mathematics education to be revamped to be more iterative and exploratory, which I think would make it appeal to a wider audience. I think that the mathematics community is actually beginning to pick up on this, with the publishing of python notebooks which contain increasingly sophisticated models as you read in to them and provide controls for readers to manipulate the parameter space of the models to explore the consequences of claims, theorems, etc. I think this kind of exploration of the numbers is a better way to learn a lot of ideas than the way I was taught in class, particularly things like statistics, where you can see distributions change as you manipulate parameters.
I figure that in a few years, as people my age who were mostly taught using older methods, but got a little exposure to explore-via-computer learning in university mature, we'll see an increasingly "internet-y" version of teaching methods appear, where there's a mix of video lectures, reading materials, discussion posts/blogs, and interactive models.
Computer programming and hobby crafts are among some of the first fields to make that transition, traditional academics are somewhere in the middle of the pack, and specialized topics like data science are keeping pace with the wider academic community.
tl;dr: I think your point is really just a temporary pedagogical fluke, as we take time to transition our teaching methods.