The two most frustrating things about the school year that's just wrapping up for DS7 have been his teacher's feeling that he "just needs to try harder" with writing (I've now got a dysgraphia diagnosis in hand, some ammunition for an IEP) and the total disconnect between the math he's given at school and the math he's capable of.
Ma, I have a dysgraphic ds who just finished up 6th grade and who is a math/science type kid. I agree with DeeDee (I think it was DeeDee!) who mentioned how it can be really tough advocating for a child with dysgraphia in early elementary as the teachers often don't understand that the child really is trying. This may not sound very encouraging, but fwiw, my first advice is to prepare yourself that it may take a few years (or most of elementary school) to get to the point where you can step away and not have to face this type of perspective from a teacher. It's also important in early elementary to really focus on getting accommodations in place - sometimes that will mean that you might spend more effort/energy/time on that than on trying to be sure the needs of your ds' gifted intellect are being met, but keep focused on knowing you're putting the necessary foundation in place to allow him to soar when he's further along in school.
Math is one of our ds' greatest intellectual strengths and yet is has been a *huge* stumbling block for our ds. Dysgraphia caused him to be held back in more ways than one - there was misunderstanding on the impact of dysgraphia on math performance on the part of teachers, but another part of it is simply that ds' output is slow relative to other children. This is a quick synopsis of some of our ds' experience and how we've approached it:
Early elementary worksheets: a lot of writing and explaining was required, as well as handwriting in relatively small spaces on paper with no lines - so there was a double-edged gotcha there - the need to produce words as well as the need to control handwriting within a challenging workspace. We had ds scribe to us for all of his homework and we advocated (unsuccessfully at that point) for scribing at school. What happened in reality at school was ds didn't finish most of his work (math or other assignments). His teachers didn't worry too much about it because they could tell he knew his math... but he also wasn't offered any kind of advanced material.
Later elementary, starting in 2nd grade and on through 5th - timed math facts quizzes were a nightmare. My opinion is that you need an accommodation stating that all fluency tests will be given orally - this is especially important for math facts. It took us until 5th grade to get this accommodation in writing for our ds, and once it was in writing it was usually ignored, primarily because his teachers, in spite of our never-ending advocacy, just didn't understand dysgraphia. Sadly this also held him back from advancing in math *at school*.
Also later elementary school - more and more "explain your work" problems - and in our school, explain usually was "explain in 2-3 different ways". We gradually moved ds to keyboarding in math for this type of problem.
Like you, we wanted to give our ds an opportunity to work on math outside of school. We first felt it was important because he'd literally fallen behind thanks to the emphasis on passing math facts timed quizzes, so we sent him to Sylvan for around 6 months. He liked Sylvan but our pocketbook didn't
So once we knew he was caught up to grade level, we turned him loose in Aleks, and Aleks was fun for him (but again, it might not be fun for other kids or successful for other kids... all depends on the individual). I liked Aleks (as a parent) because it gave me a record of what he'd accomplished at home that was tied to our state standards. We tried to use the Aleks work to advocate for ds in 4th grade, but were only partially successful at that point. DS picks up math concepts quickly, so he breezed through a lot of the 3rd/4th/5th grade modules quickly. His teacher didn't want to believe he was really understanding the math (since he couldn't do those danged math facts that quickly!) so she requested that we have ds do a certain # of problems in each module to prove mastery, and to save copies of all those problems. So we did that, and then were told ds could be considered to be moved up in math but first had to complete packets put together by the middle school math teacher - these packets were so danged basic ds was beyond frustrated - and he was required to do them in the original packets, using handwriting. We gave up at that point.
Also starting 4th/5th grade - as math calculations became more complex, ds started to have a lot of challenges with accidentally switching numbers while writing them down in the middle of working a problem (writing 23 instead of 32 for instance) - we could tell he was doing this without realizing it because he talks out loud while he works and we'd see it happen. Once you've switched a number like that in the middle of a math calculation and not realized it.... obviously you're going to get the wrong answer. We began encouraging him to double-check all of his work (which was annoying to him since it meant twice as much writing...)... and guess what? He'd make similar mistakes when checking and sometimes a previously correct answer would end up no longer correct!
He'd also do things like accidentally read part of one problem into a different problem or copy from a previous set of a problem worked into the current problem - if there was more than one problem on a page, he could get them confused and never realize what he'd done.
We moved ds to a different school for 6th grade, showed the school his IQ tests plus his state testing in math and told them which courses he'd completed in Aleks, and they subject-accelerated him to where he needed to be in math without any questions. He's made straight As in math all year, so I think that puts to rest all the doubts his previous school had about his math abilities. OTOH, that doesn't mean there haven't been challenges. He's now using his laptop for all of his math (he uses Efofex)... but even though he can write equations, draw graphs etc on the laptop, it's not as smooth, quick and effortless as it is for kids who can rely on handwriting. I'd guesstimate his math homework takes him 2 times longer than the other kids in his class - and that's just due to mechanics, it's not understanding concepts - he picks up the concepts quickly. And he still makes copy errors, even on the laptop!
I'm sorry I've rambled on so long - and I'm sorry I think it probably sounds very discouraging. It isn't meant to be - I hope it might be a little bit encouraging. In summary, we never did get the accelleration we thought our ds was capable of or needed in elementary and we spent soooo much time focused on fighting for understanding of dysgraphia and appropriate accommodations. It was frustrating and far from ideal - but it turned out ok, actually better than ok. We didn't get any accelleration out of Aleks during elementary school, but once we had ds in middle school at a school that was receptive, he had done the work and was ready to jump ahead in math. All the advocating we did in elementary was difficult and frustrating, but it gave ds the foundation he needed to begin to become his own advocate as he grew into middle school.
Gotta run - I hope some of that made sense!