My advice is a bit different than that above.
Would you push for math services?
Yes. Yes, I would.
Honestly, the way that literacy seems to work for most gifted children is rather binary-- something flips the switch at some point between 2 and 10 years of age, and then they are... fluent. I've not seen a lot of anecdote to indicate that external inputs have much to do with that particular arc
for gifted children. Oh, sure-- you can give them decoding skills, and teach particular analysis and writing techniques-- but reading fluently and for fun/understanding/learning? That just comes when it's time. (BARRING a learning disability or other challenge, I mean.)
MATH, though...
I'm concerned about the trend that you saw. Bear in mind that what your child is learning now is
numeracy-- not "mathematics"
per se. The other thing that he's learning, from your description, is that anything less than PERFECT is "not good enough."
That is a huge red flag for me.
Gifted children are incredibly prone to perfectionism-- and task avoidance, even-- and this seems like a situation tailor-made to develop it.
I'd press for at least SOME differentiation based upon potential rather than just on
current performance-- maybe pretesting or even out of level testing of some kind to figure out just what WOULD be more appropriate. Leaving him unchallenged isn't necessarily a good strategy long-term, because he learns that school isn't for
learning new things, but for demonstrating mastery. At a level which needs to be
perfect.
See the problem? You definitely don't want several years' worth of THAT thinking happening by the time he reaches actual mathematics in late elementary.
I keep telling him that the hard work is making him grow and do better. 