The sequential nature of math content makes pacing an issue. Deeper levels of understanding and abstraction are possible for most mathematical topics, so differentiation becomes important. If the interest is snuffed out early, the talent may not be developed. Furthermore, there is a myth that gifted students don't need special attention since it is easy for them to learn what they need to know. On the contrary, their needs dictate curriculum that is deeper, broader, and faster than what is delivered to other students.
Mathematics can be the gatekeeper for many areas of advanced study.
Students may drop out of math courses or turn toward other fields of interest if they experience too much repetition, not enough depth, or boredom due to slow pacing. Outstanding mathematical ability is a precious societal resource, sorely needed to maintain leadership in a technological world. The NCTM Standards do not mention gifted students explicitly but recognize that students are not all the same. For all students, the Standards place a greater emphasis on areas that traditionally have been emphasized for the gifted. All students are now expected to complete a core curriculum that has shifted its emphasis away from computation and routine problem practice toward reasoning, real-world problem solving, communication, and connections.