Me: As an analogy, consider a professional tennis or baseball player.
YeGoblynQueenne: humans e.g. playing baseball do not find solutions to kinematic equations, but instead use simple heuristics that exploit our senses and body configuration, like placing their hands in front of their eyes so that they line up with the ball etc.
At the risk of stating the obvious, being a professional tennis or baseball player involves a lot more than "simple heuristics ... like placing their hands in front of their eyes so that they line up with the ball." That simple heuristic might work for one specific skill -- catching a ball that happens to be heading in your direction. But it won't help much for moving a bat or a raquet in such a way that it will hit a ball moving past you at close to 100mph in such a way that the ball ends up traveling on some desired trajectory.
But even just moving your hand in front of your eyes is nowhere near as trivial as YeGoblynQueenne implies. To do that you have to control seven degrees of freedom: two at your shoulder, two at your elbow, and two at your wrist. Solving those kinematic equations even to find a static solution is elementary but non-trivial, a skill that is solidly at the undergraduate level.
Now consider running to catch a ball. That involves controlling about 20 or 30 degrees of freedom (two arms, two legs, neck, waist, two eyes...) in real time in a situation that involves not just kinematics but also dynamics. Solving that analytically was an unsolved research problem for a long time (maybe still is, I haven't been keeping up with recent developments). A child can learn to do it. But they do have to learn to do it. It's not a skill humans are born with.
It seems pretty obvious to me that the process of learning how to catch a ball while running is very different than the process of learning how to do math. And yet, there must be a mapping between them because the movements required for catching a ball are the solutions to kinematic equations.