Excellent at maths, bad with numbers?

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Hey! So I'm still new, and not yet medically diagnosed, but I've been thinking about Aspergers and my highschool times lately. I was wondering if this maybe has to do with Autism, and/or if some of you are experiencing the same: I was always excellent at maths, at logical and abstract thinking (analysis, formulas, systems...) BUT I had massive problems learning multiplication tables, in primary school I was only able to do basic calculus only after A LOT of practice.

Everyone thought I was just rebellious, because in highschool I became VERY good at maths, I was in a maths, informatics and physics orientated class (8 hours of maths, 5 of physics and chemistry each, 4 hours of informatics per week). I was very good at maths but still could not calculate properly (good with letters x,y,a,b,etc. though). Today I still struggle with basic calculus, dates, numbers in general, price of clothing/objects, and telling the time (analog clock). So, dyscalculia but excellent at logic and abstract formulas anyone?

I used to be very good at maths and loved physics more than anything in the world. In high school, that was the most happiest I'd ever been. I learned formulas with ease. I struggled with most everything else. I suck at dates and names.

I know of the existence of at least some highly successful theoretical mathematicians who were quite bad at arithemetic.

For example, there's an apocryphal story about... Kronecker, IIRC, that in the course of some lecture, he had to calculate 6X7, and he concluded it was 42 by eliminating every other possibility by other means (40 has a factor of 5, because it ends in a 0; 41, 43, & 47 are prime, 49 is a square, 48 has 4 as a factor (all digits are powers of 2, least digit is 4). or something like that).

Especially in the highly abstract fields, you generally aren't doing arithmetic at all.

It can be helpful sometimes, and is a nice party trick (I'm reasonably good at mental operations), but it's hardly necessary.

I doubt there's an elementary teacher in the world that would accept that answer. I remember getting in trouble for creating a product of primes, i.e. 2*3*7 and rearranging as needed. Anything but transcription and rote memorization was quickly and soundly punished.