Hm. We've discussed some of this child's profile in the past, and I do continue to feel that there is a component which is self-perception regarding one's relative weakness. But the anecdotes regarding gaps in fundamental quantity concepts are thought-provoking.
In answer to the top-line question: yes, dyscalculia is a thing, and it can be stealth in a way similar to compensated dyslexia (most notably, see the life of Laurent Schwartz, winner of the Field Medal in mathematics, who apparently never did attain automaticity in math facts).
In your DC's case, the dyscalculia, if any, would be of a slightly different nature, since it's not the inability to rote memorize math facts per se so much as it appears to be a lack of underlying number sense. Can she subitize at all, btw? (Look at a small number of items, usually four or less, and tell at a glance how many there are.)
As to remediation: on a practical level, specific to multiplication facts, you could try Times Tales, which is a story-based system for memorizing them that often suits verbal-sequential learners better. (
https://www.timestales.com/)
Mahesh Sharma has a few videos up (he sells many more on his website, which I haven't viewed, so can't say anything about, but these are free, on his YouTube channel) on foundational math instruction, that may be of interest.
https://www.youtube.com/channel/UCzvEtY9fQXzsEcoaP5L5eyw/featuredThe classic multisensory remediation system for math is TouchMath (
www.touchmath.com), but it's probably going to feel much below your DC's level, as it really goes way back to concrete number sense exercises.
