1. The material wasn't challenging; I didn't grasp what the point of "proving" a bunch of obvious stuff was, although I was willing to go through the motions. So I was an 11-year-old smart aleck in a room filled with 14 year olds who found me annoying (because, truthfully, I was super annoying at that age!). This contributed to:
2. The 14 year olds were super mean to me, AND they basically revolted against the teacher when I was in the classroom
In the end the teacher was happy to just privately tutor me, which was kind of her, but I have to acknowledge that I was genuinely disruptive to her class.
So I think there are real repercussions to allowing socially undeveloped kids into a classroom filled with kids at a very different (social) level.
There might have been a different outcome if I'd been in a school with a larger pool of moderately-to-very-gifted-at-math kids.
The next year my parents sent me to a school that had an agreement with the local university to send kids gifted at math to take university classes. The college kids were much more tolerant of me as a curiosity (and I was actually challenged, so I didn't spend my time annoying anyone, which probably helped, too).
Education schools have been very clear for decades that acceleration and other accomodations for gifted students are wrong and evil.
If you want to be a tiger parent, do what the tiger parents do and send them to afterschool programs. (well that's what I think they do anyway.)
It also doesn’t explain why she can only use the math app at her grade level or one above. They are rate limiting her.