I find it telling that you do not list any intermediate level courses among those you have taken: especially, real analysis, topology or algebra. These are the courses which provide the theoretical foundation for all later study of mathematics (and are, as in Roy Smith's answer, arbitrarily challenging: one cannot be too good for any of them).
Have you not taken these courses just because you are in the first or second year of your undergraduate program, or for some other reason? Is it too late in the current term for you to take one of these courses? I think it might be worth a try to transfer into them.
As with many times when an undergraduate looks for help from the internet masses, I also wonder: are you being properly advised? Do you have a faculty member in the math department at your institution with whom you are discussing these issues? If not, you should find one right away. "I am not being properly challenged in my classes and would like to learn more interesting mathematics" is just about the best thing a faculty member can hear from a student. It is hard for me to imagine that you will not be received with open arms.
Added: I see from your profile that you are a first year undergraduate at a Canadian university. That actually explains a lot. Most North American undergraduates are not ready for the sort of theoretical mathematics I described above as first year students -- but some are. Accommodating both groups is a serious curricular challenge. At some universities there is a sort of "honors track" for those who are: e.g. both at UGA and at Chicago there is an honors calculus course taught out of Spivak, and at both Chicago and Harvard they have very challenging analysis courses for exceptionally strong first year students. But you have to be both well-prepared and well-informed in order to place into these courses. Moreover, I have taught at two Canadian universities, and my feeling is that they are a bit more sticklers for taking courses in a fixed sequence than American universities of comparable quality. One of my closest friends started an undergrad degree at UBC at around the age of 15. He did extremely well in his classes from the very beginning, but nevertheless took a lot of "cookie cutter" math courses (e.g. differential equations without any real analysis) that such an obviously prodigious student might at a top US university be well-advised to skip. Anyway, he got to the good stuff at the advanced age of 17 or so, and he is now a successful grown-up mathematician. So be aware that that's the local culture to a certain extent. But I stand by my previous advice: contact a faculty member and let them know what you're feeling. At the very least you should be able to find someone to talk to as you work through Spivak, or Little Rudin, or Artin, or whatever.