[tdekken]

It seems you would be far better served by something like Beast Academy [0] or Singapore Math [1].

A gifted and talented program generally just accelerates the core curriculum (i.e. teaches a grade ahead). Art of Problem Solving [2] has a compelling argument [3] against acceleration:

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“For an avid student with great skill in mathematics, rushing through the standard curriculum is not the best answer. That student who breezed unchallenged through algebra, geometry, and trigonometry, will breeze through calculus, too. This is not to say that high school students should not learn calculus—they should. But more importantly, the gifted, interested student should be exposed to mathematics outside the core curriculum, because the standard curriculum is not designed for the top students. This is even, if not especially, true for the core calculus curriculum found at most high schools, community colleges, and universities.

Developing a broader understanding of mathematics and problem solving forms a foundation upon which knowledge of advanced mathematical and scientific concepts can be built. Curricular classes do not prepare students for the leap from the usual one-step-and-done problems to the multi-step, multi-discipline problems they will face later on. That transition is smoothed by exposing students to complex problems in simpler areas of study, such as basic number theory or geometry, rather than giving them their first taste of complicated arguments when they’re learning a more advanced subject like group -theory or the calculus of complex variables.”

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[0] https://beastacademy.com/

[1] https://www.singaporemath.com/

[2] https://artofproblemsolving.com/

[3] https://artofproblemsolving.com/news/articles/avoid-the-calc...

[ted_dunning]

This is sooo very true. I had an experimental math curriculum in the 6th grade that had special sections in the book that covered (in an age adjusted way) things like axiomatic definitions of numbers, extending the field of integers to rationals, limit sequences as definitions for real quantities, fields and rings and some other topics. I was sooo revved about that class and so bummed when the next school thought math meant doing sets of 50 long division problems each night.

But the excitement didn't die off. I had a great 8th grade math teacher who noticed that I did all of the exercises in the book during the first two weeks of class and diverted me into a more advanced class (algebra) and eventually got me into correspondence courses (trig and geometry) and late in the same year into the high school calculus class. By finishing calculus that year, I was able to branch into languages and other topics.

Branching out early is a great motivator for the right kids. More interesting material can lead to explosive levels of interest in kids.

[fn-mote]

The parent comment is exactly spot on. Those are exactly the right resources. If you are working with a gifted math student, 100% bookmark it and follow up soon. AoPS has a ton of excellent books for coursework and also just deeper problem solving (billed as competition problems).

In fact, even if you do not have a "gifted" youngster, learning to work on harder problems is so much better than learning to follow instructions by rote. Not to say all teaching is that way, but it seems like a majority.

Another resource is MOEMS, the Math Olympiads for Elementary and Middle Schools. They are totally reasonable and also fascinating problems. Get one of the books and check it out if you are working with someone in the late elementary.

[0] https://moems.org/