I would reply with my own experience in hindsight as well as from mentoring and research. I do not fully agree with aeh's opinion on the matter.
I would say it is important to learn study skills early especially if your daughter is gifted (standardised testing?) as often we learn to coast by osmosis until it affects us down the line, such as myself when I was a freshman at university and had to transfer to another university due to a significant discriminatory conflict. It would teach her ways to study especially when she arrived at HS or university and begins struggling against the curve (especially some T20 unis in the US).
I wouldn't be the man I am today without the study skills I attempted to learn at 11. I would have been close to flunking out of university and I am an intellectually gifted dude.
I would first start out by introducing shortcuts to memorise some parts of the multiplication table, for instance 4x4 = 16 = 4^2 = 2x8 = 1x16 to see the factors involved in 16. Similar for 25: 5x5 = 25 = 1x25. Perhaps she could time herself with the Pomodoro method, and if her executive function is weak maybe start with 10-minute study and 10-minute breaks then after three 10-min study sessions take a 25-min long break? It's not much, but some people are weak in EF and ADHD is a more common disorder than you might think.
Just because she may be "very much on track with her age-peers in this respect" does not mean there is no weakness. If your daughter is gifted then it could perhaps be arguable she is weak in EF and attention compared to her developmental age (not chronological age). How was she like when she was younger? Is she physically healthy?
For my experience, I got diagnosed with ADHD after starting another university after transferring myself out due to a discriminatory conflict. That is a genuine, correct diagnosis at the time and probably before.
The huge mistake that psychiatrists made was to interpret symptoms relative to age. This is incorrect and this is where I believe aeh has erred. The DSM criteria for ADHD states that symptoms should be excessive compared to developmental level (including age, IQ and intellectual maturity). This doesn't imply that your daughter has ADHD or other disorders but it may be worth considering. Even for social emotional development they benchmark against developmental stage (not age only).
As people, we live in a society, and there are certain inherent requirements in the society. Perhaps you could read The Social Contract for a libertarian political perspective of this.
Perhaps your daughter could teach your siblings or begin paid tutoring if possible? Does she have medium-term or long-term goals?
