LOL. I have to disagree, but then my mathy kid is not one of those who needs repetition or easily forgets previous math topics.
A situation like yours is I was thinking about while I was reading the thread -- hence feeling perplexed. I wonder if is it just a difference between moderately/highly vs profoundly gifted? I find there's a general consensus here of supporting kids moving at their own increased pace, yet it seems like there's also resistance to that when it comes to higher level math and college (though not here as much as in education in general). I'm curious where people draw the line in acceleration.
