I have a dyslexic child who it took us YEARS to figure out it was dyslexia biting in math (and it was us, not the teacher/s who finally figure out why DC seemed fine in class and then bombed tests etc). The dyslexia was well under control in english/history and other reading/writing intensive subjects. DC needed typing and extra time, but was essentially "fine" in these subjects language heavy subjects without any ongoing remediation or support... We did not see how it was impacting math because we thought "they're fine", they weren't fine and skills that helped in other subjects did not generalise to math.
This child has a dysgraphia dx, but it's a very physiological based issue in this case and I don't think it was much to do with the math problems experienced, it really was dyslexia at play for them.
I have another child with much more severe dysgraphia, pretty much all subjects suddenly and markedly improved when they were able to move to full time tying at 10yrs old. But not math. Math never improved. Unfortunately we moved schools not long after the move to full time typing and the new school never really believed us that hand writing was a huge problem with math (they were happy to support typing in other subjects). The school we left had seen first hand the sudden change from introducing keyboarding and they knew that if every other subject had improved for typing that it was only logical that holding a pencil was impacting math. The new school just didn't seem to be able to appreciate the degree to which typing had "changed everything" and therefore it was reasonable to believe that supports were needed for math.
We have yet to successfully address this issue. The app EquatIO seems like it should help, but I have found the software company very hard to deal with as an individual parent, they are much more set up to deal with schools who want the whole school (or class) to use their software.
Also my child says that they think better mathematically with a pencil and paper, and yet it is painfully obvious to me that the inability to line things up, keep work visually organised, etc is introducing errors which are not related to failures of understanding.
