In her own words, ADHD medication is a blessing and a curse. It helps her focus in math, but dampens her creativity in English and art. Her school has bent over backwards to accomodate her schedule. She takes a short acting adderal in the AM, does math, and by the time it wears off, it's time for Art and then English.
She has discussed with her doctor possibly discontinuing her meds next year in school--a decision I support, not because I want her off meds but because I want her in control.
I agree that I have heard of instances where it appears that meds are overused, but in her case, ADHD is real and the medication allows her to acheive closer to her potential.
This sounds a lot like Dyscalculia, which is the "numbers" version of dyslexia.
Here's some info I've retrieved about Dyscalculia
Some symptoms of dyscalculia are:
Normal or advanced language and other skills, often good visual memory for the printed word.
Poor mental math ability, often with difficulty in common use of money, such as balancing a checkbook, making change, and tipping. Often there is a fear of money and its transactions.
Difficulty with math processes (e.g., addition, subtraction, multiplication) and concepts (e.g., sequencing of numbers). There is sometimes poor retention and retrieval of concepts, or an inability to maintain a consistency in grasping math rules.
Poor sense of direction, easily disoriented, as well as trouble reading maps, telling time, and grappling with mechanical processes.
Difficulty with abstract concepts of time and direction, schedules, keeping track of time, and the sequence of past and future events.
Common mistakes in working with numbers include number substitutions, reversals, and omissions.
May have difficulty learning musical concepts, following directions in sports that demand sequencing or rules, and keeping track of scores and players during games such as cards and board games.