Part of my problem in math class, in addition to divergent thinking, was my need to work things out for myself. I had to explore, to my full satisfaction, all those ramifications and implications about language. I didn’t want any help.
Observing this same trait in my own two profoundly gifted children, and battling it when they were in grade school, I finally concluded that it was hardwired in. I had to learn to work with it.
I did this in their cello lessons by a “hands-off” approach, as much as I could tolerate, given that I was their teacher. Working things out for themselves, and not according to the usual sequential music-lesson curriculum I’d used throughout my career, slowed their progress noticeably. However, they were happy and learning faster than they would have if I’d been fighting them.