Well, yes and no. I can only speak from my experience of doing grades 1 through 7 in a Ukrainian school and then 8-12 in Canada. The year I went into school I w

Well, yes and no. I can only speak from my experience of doing grades 1 through 7 in a Ukrainian school and then 8-12 in Canada. The year I went into school I was placed into the "Sapling" (Rostok) programme, which was a very accelerated "experimental" programme. I remember that in Grade 2 we were learning Venn Diagrams and basic set notation. And so on. By Grade 4 we were allegedly 2-3 years ahead of the "regular" system. Now when I got to Canada in Grade 8 I honestly did not know what to do with myself, the level of math I was exposed simply eclipsed what was being taught (Integer beads, the fuck?) and this has been my general experience of the school system up until Grade 12 where we started doing Calculus (which in "Sapling" was supposed to be done in Gr. 9-10). The problem, I think, is not that kids can't learn (in fact the amount neuroplasticity in young children is simply off the charts, to the point where 6-7 year olds who can play really good violin are not something special), but is that the educational system simply does want to go there, to increase the levels of math taught in schools.