You use them at the same time you learn them in physics, no? Also, you sometimes need to learn things on a bit of faith it will eventually be useful. This stuff

You use them at the same time you learn them in physics, no? Also, you sometimes need to learn things on a bit of faith it will eventually be useful. This stuff is so fundamental that it is difficult to motivate it except to say: you will use it so pervasively if you do any technical, scientific, mathematical or computational subject that it will seem like asking "when are we ever going to use this 'algebra' thing?" I never had much motivation for much of maths presented to me and I never hated it. In fact, I got bored when teachers tried to justify what they were teaching with boring physics examples etc. I think the sentiment you are talking about has a risk of going too far and making teachers afraid that if they teach something without justifying it to their class that they will lose their attention immediately and justifiably slow. It risks normalising the idea that teachers aren't entitled to the attention and hard work of their classes unless they give the kids a good reason to pay attention: you have to make it relatable, relevant to them, or it is your fault when they don't pay attention. What ever happened to: you are a child, you are at school to learn, you learn what you are taught and that is that? Obviously sometimes it is good to motivate abstract concepts with concrete examples but if you take it too far you'll end up teaching calculus before you teach algebra because you are trying to justify the algebra! And you'll need to teach differential equations before you teach calculus because you need to motivate calculus. And what is the point of differential equations anyway? Before long you're teaching undergraduate physics to 11 year olds.