I think you are oversimplifying in a way that eludes the point OP was trying to make.
Or rather two points. First that the process of actually creating mathematics is messy and largely made up as it goes along. I can create a new mathematical structure that turns out to not be very useful, etc. Secondly that the way math is taught typically hides this, and creates a very linear "greatest hits" approach which is misleading.
You are correct that one of the things that has come out of centuries of studying mathematics are clear definitions of abstract objects that almost have to have been found; but the day-to-day isn't that.
On the other hand, how something is taught and how it is practised often aren't that close to each other. Part of the reason the pedagogy looks the way it does is to distill centuries of thought and argument into a few credit hours.