i think that the updating changes the facts a bit. that is to say, some children do learn math in a non-visual way (counting on fingers being visual), and your child might be one of them, who was then encouraged to learn it in a different way.
i had a similar experience in jr high. i was in the pre algebra class, and learned a specific method of doing this one method of problem solving. i then switched schools, and had to take prealgebra again, because they didn't teach algebra there. the teacher at the new school taught a different method for solving the problems. knowing two methods, i preferred the first one i was taught. i asked the teacher if i could use that method. her answer: no.
each test question and homework question was graded in components. essentially, the answer wasn't the only part graded, but how you arrived at the answer. thus, if you ddi the figuring basically right, but had a subtraction error in the middle (leading to teh wrong numerical result) you could still get nearly full credit for the problem. the answer would be wrong--docking off one point of five, but there would be no points taken for a subtraction error, simply a reminder to be careful with the basics.
now, i preferred the first method because 1. it made sense to my mind, and 2. i was used to it. it took me quite a bit of work to 'untrain' myself from the original method, because the teacher would dock 4 points for using that method, even fi the answer was correct. so, i had to learn how to use it.
it was a nightmare for me. i would end up always figuring wrong somewhere in the third or fourth step (subtraction errors), and then having the wrong answer in the end, and given remedial work in subtraction.
my father then suggested that i do the two methods side-by-side. this way, i could figure the right answer with the method with which i was comfortable, and then apply her method and "check" it against the method i prefer. luckily, i was quick at the first method, but i would often be the last to finish the test.
the teacher tried to take points for my alternative method, but my father stepped in and told her no. he essentially said i was doing double work to please her grading system, but it was more important to him that i got the math problems right, than i learned her preferred method.
i had a lot of problems at that school. LOL
anyway, i can understand being concerned about your daughter doing math in a way that is now antithesis to how her mind works with math. it would bother me also. but, i would let it go, and also see if i can find ways to encourage her in math back to her own methods.
if that makes any sense. LOL