As aeh brilliantly describes, the situation as known provides a good explanation for your DD's response to it. However, it may also be worth considering the possibility that she *can't*, rather than she won't.
My 17 YO has serious inattentive ADHD (as well as some language LDs). He cannot easily control his attention, and it is nearly impossible for him to keep it focused on repetitive make-work. So it takes him forever and he makes lots of mistakes because he can't concentrate. (If the work also triggers his writing LDs, the ADHD is stratospheric).
In middle grades, I watched this child crying with frustration because he was trying for hours upon hours to do work that his brain absolutely refused to comply with. For us, this definitely wasn't a "won't". Whether he was avoiding the work because doing it hurt, or he was trying like heck for days on end, the result was exactly the same: nada.
But I really, really understand the natural reaction of "You can do it perfectly well when it's something *you* care about, so obviously you are *choosing* to not do it well here." It seems obvious, except the inability to make that choice of where the attention goes is pretty much the definition of ADHD.
All that to say, maybe google "inattentive ADHD" a bit and see if there's anything there that feels familiar, and might perhaps be exacerbating the education mis-match problem. I like ADDitude as a starter (
https://www.additudemag.com/slideshows/symptoms-of-inattentive-adhd/). If any of this rings a bell, Russell Barkley has some fascinating ways of discussing ADHD as essentially a disorder of motivation (
http://www.russellbarkley.org/factsheets/ADHD_EF_and_SR.PDF)
