I disagree. Coming from my perspective it was different. I think my child intimidated his teacher in math, as it happened he was able to point out a mistake in the 4th grade math text (it was an unusual circumstance, but it did have an enormous effect). Math acceleration was not possible as the teacher did not feel secure enough, I guess. LA acceleration was offered and it included much more complex weekly readings to be analyzed.
To my dismay those readings consisted of abridged texts and not only my child but myself had trouble getting to the bottom of the problem.
I guess it all really depends on the teacher. But I would make an assumption that most elementary grade teachers feel much more secure in LA than they do in Math.
Having said that I agree that the path in math is much more clear. But is it really the one we should follow with GT kids?
