This answer is from my experience running a Maths Learning Centre. I help students learn and use maths, mostly when they are struggling, and I also hear their opinions of their lecturers and other teachers.
I am very interested in all sorts of maths, and I will take almost any opportunity to be excited about a mathematical idea. For example, I made t-shirts with mathematical things on them which I wear every day in the Centre, and only need students to show the slightest interest in what the t-shirt is about to wax lyrical about it.
Do the students find my sense of fun and excitement with maths alien? Yes, most of them do. A lot of them shake their heads and simply can't understand how I can love it so much.
Do they find my sense of fun and excitement with maths alienating? No. Let me tell you why.
Firstly, students love it when their teachers show enthusiasm. They often praise teachers who are enthusiastic about the subject matter, even if they dislike every other aspect of their teaching. They want to be confident that the person who is teaching them knows what they are doing, and cares about what they are doing, and excitement with the subject matter is a good sign.
Secondly, I am not excited by only the "high and mighty" maths -- I am just as excited about the maths they are doing right now. I have a favourite fraction (3/8), I love that division has multiple interpretations, the classification of quadrilaterals is fascinating to me, and the fact that a set of points in the plane has an equation at all is the coolest thing ever. If I was only ever excited about things beyond what they were doing -- things they won't learn for years, if ever -- then they might get the impression that I think their problems are beneath me. Students have cited this very idea to me when they say they don't like some of their lecturers. They say they feel like the lecturer is great with their fancy cutting-edge research and is only teaching their class because they have to. Moreover, it's tricky to be inspired to wonder if you have to wait for a couple of years before you're allowed to feel it properly.
Thirdly, I sympathise with their experience. When they find it difficult to learn something, I tell them about how much I hated differential equations when I first learned it. When they find the lecturer's style of presentation boring, I can relate to all the times when I wished the lecturer gave more actual examples with actual numbers. And when they just want to get their assignment done, I remember what it was like with those pressures and work with them to get that bit further. Students prefer teachers who care about the students' struggles and consider what it is like to be a student. They hate it when the lecturer loves their subject but is "out of touch". A particularly relevant and hated brand of "out of touch" is when a lecturer has such a sense of wonder that they set assignment questions based on their mathematical coolness, without regard for the difficulty students have knowing what they hell they are supposed to achieve.
So in short, displaying your sense of wonder is a good thing, but you need to find wonder in the things the students are doing now, and you need to balance it with a healthy dose of understanding what it is like to be a student.