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For visual/spatial development, I highly recommend speedcubing, which has been very worthwhile as a pastime for DS, not only for visuospatial awareness (blindfold cubing is particularly helpful) but for finger dexterity which has served him well as a self taught musician (another example of him pursuing his interests entirely on his own terms). DS also played chess in primary school and though he did not actively compete in high school, his father, an avid chess player over the internet, shares chess puzzles with him, so he has matched strongly rated players at college.

He is currently enrolled in engineering and pivoting towards electronics, having recently been commended for the elegant layout and functionality of his FPGA and circuit chip designs, which very much draw on 3D visualisation skills.

I hear you. We have done a lot outside of school to support math skill and he’s set up to start accelerating next school year. He currently has gifted pull out. He’s done some math circle meetups and robotics this year. We’re not ignoring the strengths, just balancing it with other needs and interests. He shifts back and forth in his math interest. His strongest strength is visual/spatial so that helps with math, but he’s a bit more interested in how things work - mechanics, physics, chemistry, science, etc. So math will likely support his primary interests. This summer he asked me to help him work through algebra, so we have a plan for the coming months.

He has a lot to manage with a learning disability in writing and auditory processing disorders. So, getting him in college classes faster is not ideal. I’m more trying to support across all those needs so when he does get past high school he has a lot of knowledge and confidence navigating systems and knows what his needs are - both gifted & disability - and can plan for those needs and leave time for recovery. He has so many more things to manage with the contrasting skills, he needs experience, strategies and support and we’re using these years to let him navigate the school system and life with our guidance/support. People can go to college at 16 or 18 or 20 or 30 and learn throughout their lifetime… what I want is for him is to feel confident, successful and in control when he gets there. Or he might decide to do a trade like be a mechanic or electrician because he really likes 3D, hands on, physical work. Whatever he decides, I want him to be confident in navigating independently when he gets there.

I directed a previous post to you because my son, like yours to date, stayed with his age peers, increasing both the opportunities and imperative for them to pursue their own interests. If your DC is keen now to pursue maths interests, waiting for built in opportunities may not be the best strategy, unless he is happy and well occupied pursuing other interests, so I’ve been searching for resources in the US similar to those that my DS found useful over here.