I would let her play to work on math fact fluency (dice/card games, free apps, etc.), but second learning intelligent calculator use. I do find that many of my high school students--especially those with disabilities--have adequate conceptual understanding of arithmetic, but find algebra and geometry substantially more laborious than they should be, because of the lack of fluency. It's kind of like riding a bike in low gear on the flat part of the road. You get there in the end, and it works okay, but it sure feels like it should be easier, especially when you see your friend zip by on the ten-speed. So I wouldn't abandon the fact fluency altogether.
