Registered after years of lurking, just to reply to this thread, since scottmel, what you've said about your daughter sounds so familiar.
The most common "learning disability in math" is called dyscalculia (it's like dyslexia, only for numbers) -- you'll probably have more luck searching for that term. There's a real tendency these days for educators, learning consultants, and child development experts to diagnose ADHD-inattentive or executive functioning issues instead of dyscalculia, since dyscalculia is still very poorly understood. If her biggest issues (the ones that don't stem from boredom) are only with pure mathematics and the math-related areas of her science classes, it's entirely possible she is struggling with imperfect workarounds for a mild-to-medium case of dyscalculia.
The biggest symptoms I have:
* Numbers move around on the page for me while I'm reading them unless I keep a finger underneath them or read them out loud.
* I flip 3 and 8 a lot (think "83", write "38"), and to a lesser extent 1/5/9.
* I can't accurately copy a string of digits more than 3 digits long unless the digits are comma-separated, and it's very hard to turn groups of verbal numbers into written ones and vice versa. (That is to say, if someone recites their phone number for me to write down in three groups of 3/3/4 digits with pauses in between, I have to treat each group separately, it takes me a few seconds to turn what they're saying into something I can write down, and if the numbers are said at 'normal' speed I can't retain the area code long enough to write it down if someone has already moved on to saying the exchange, etc. This is the part that gets diagnosed as short-term working-memory deficit a lot. It's not. Or rather, it is, it's just specific to numbers.)
* I have serious problems with orders-of-magnitude when looking at numbers. For instance, if I see the number "14,000" and I need to say it out loud, it has equal odds of coming out of my mouth as "fourteen hundred" and "fourteen thousand", and I won't notice the error if I say "fourteen hundred".
* I can't do anything past the simplest calculations accurately without a calculator or counting on my fingers. 7 times 8? I do not know right now if that's 52 or 56; both sound about equally likely to me. (Having punched it into the calculator: yeah, if you'd asked me to commit to one of the two answers, I would have picked the wrong one.) When calculators were forbidden on math tests, I often had to resort to drawing out dots in the margins of the test and counting them for any multiplication past a certain point.
* A bunch of more subtle problems relating to ability to perform accurate ballpark estimates of what an answer is likely to be. Most of the useless advice I got from people who were trying to address my "carelessness" in math classes revolved around trying to teach me to identify when an answer was so far off as to be unlikely, or when halfway steps of a calculation were likely to be way off (thus scuttering my ability to get the right final answer). I can do a bit of it, but not much at all.
I have zero problems with spatial reasoning and pattern recognition. Geometry was a blessed relief (and the first math class I ever aced).
There are workarounds I've taught myself through the years: dividing groups of numbers into very small chunks, using my thumb/a piece of paper/something to cover up the numbers I'm not working with or to break down a long string of numbers that's not comma-separated into something I can work with without overloading my brain, the aforementioned drawing-out-dots or counting on my fingers for doublechecking my basic calculations, requiring people who are reciting numbers at me for me to write down to recite them in groups of three and wait for me to write them down and read them back before moving on to the next chunk, etc. If I need to copy strings of numbers that aren't comma-separated, I will also often turn the paper upside down -- I can read words and letters upside-down about as quickly as I can right-side-up, and the perspective shift does something to circumvent the worst of the short-circuit in my brain when it comes to strings of digits. I hold my credit card up to the screen upside-down next to the space for me to type in the numbers to proofread, for instance.
There are also accomodations (for my specific manifestations, someone else's are likely to be different) that, were I to go back to school and need to take a math course, could be done by the teacher/professor. Things like being given extra time to complete things, being allowed to use a calculator even if calculators aren't usually allowed (most of the time "no calculators" in higher-level math class is intended to mean "no calculators with higher math functions" and it's common in dyscalculia accomodations for a dyscalculaic to be permitted to use a bare-bones four-function calculator), having the test paper presented in monospace font with adequate spacing around each digit (like Courier New, which is the font least likely to trigger the numbers-moving-around problem), and things like that.
If any of this sounds familiar to your daughter, just knowing that the issue exists (and therefore being reassured that no, it's NOT just laziness, it's an actual miswiring in the brain) might be as much of a profound relief for her as it was for me. If she is dyscalculaic, even if none of the doctors knows enough about it to identify it and provide enough documentation for her to be able to get accomodations from her teachers, do a bunch of reading about the disorder anyway. Many dyscalculaics have developed a number of coping mechanisms like I have, and even if one person's particular coping mechanism won't work for everyone -- the disorder is very individual -- seeing the process by which people identify their symptoms and build those coping mechanisms can probably help her do the same. (That's over and above the relief of knowing that you're not alone and it's not just carelessness, mind you.)
(My background, for context: mid-30s, identified as "profoundly gifted" in very early childhood, wholly mainstreamed in public school at my parents' insistence, never diagnosed as dyscalculaic during childhood or young adulthood and in fact didn't even find out about it until about ten years ago. Minute I heard about it, my whole life made a ridiculous amount of sense. The being bored out of my mind in mainstream classes and the dyscalculia issues were two wholly separate things, but from the outside, it looked like all the issues stemmed from being bored and careless. I have a lot of resentment built up about how my education was handled and I may be projecting like an IMAX theatre here, but since in retrospect I could have dealt with the boredom a LOT better if I'd gotten accomodations for the dyscalculia and been able to pursue my interests in engineering and computer science instead of being told there was no hope for me in STEM fields [science, technology, engineering, math] because of my math problems, I figured it was worth sharing my experience in case your daughter falls into the same categories.)
Good thinking though...I wish she had a later start too...
