The question of whether some people are “born with mathematical DNA” or whether numerical ability is acquired exclusively through education has always been a matter of debate. While some individuals seem to have a natural talent for numbers, others, while trying hard, experience more difficulty.
This thinking is not just about math, but extends to many other skills, such as music and athletics. There are people who seem to excel in math effortlessly from an early age, while others, despite their efforts, struggle to progress.
The key question we will attempt to answer is: how much does genetics affect and how much does environment, education and personal motivation affect the development of these skills?
To answer this question, we will conduct an initial literature review of updated scientific research. New content on the topic will follow soon given the complexity of the topic.
What is Numerical Intelligence?
Numerical intelligence is one of the fundamental components of human intelligence. It refers to the ability to understand, manipulate, and reason with numerical concepts, perform arithmetic operations, and solve mathematical problems.
Research has shown that numerical intelligence has a specific neural basis, with areas of the brain such as the parietal cortex playing a central role in processing numerical information. This ability is present from birth, as evidenced by studies of infants who can recognize and compare quantities from the earliest months of life (Lucangeli, 2013).
However, for this potential to develop fully, exposure to numerical stimuli and adequate mathematics instruction, especially in the early years, is essential. Children who do not receive sufficient reinforcement of their numerical intelligence, even without specific learning disorders, may eventually show performance similar to that of children with dyscalculia and can experience a regression in their abilities (Lucangeli, 2013).
Numerical intelligence, therefore, is not limited to a simple accumulation of mnemonic and procedural knowledge; it involves the development of deeper skills, such as logical-sequential thinking, critical thinking in problem-solving, and the ability to make connections and generalizations (Boaler, 2018). It represents a complex and multifaceted form of intelligence that requires adequate stimulation and meaningful learning to fully flourish.
Is There a Genetic Predisposition Toward Mathematics?
Foreword
Are individuals born a natural predisposition to mathematics? Before answering this question, it is important to clarify the difference between the terms “hereditary” and “genetic” to avoid misunderstanding.
Genetic refers to the relationship to genes and their function, while hereditary refers to the transmission of genetic characteristics from one generation to the next. A characteristic can be genetic without necessarily being inherited (e.g., a novel genetic mutation), but if it is inherited, it is both genetic and hereditary.
The Role Of Genetics In Mathematical Abilities.
Mathematical ability falls under the cognitive skill category of logical-mathematical intelligence. The development of intelligence is generally considered a complex construct influenced by both genetic factors and environmental components (Skeide, 2020).
Indeed, various studies have shown that mathematical ability is influenced by a genetic component. For example, research by Hart et al. (2009), titled “The ABCs of Math,” conducted on a sample of 314 same-sex monozygotic and dizygotic twins showed that mathematical skills, such as problem solving and computation, exhibit a genetic influence, with heritability (h2) estimates ranging from 0 to 0.63. This study, albeit with limitations, suggests that genetic factors play a significant role in the development of mathematical skills.
Of the same opinion is geneticist Prof. Yulia Kovas, who mentions in 09/2024 in a video published on the BBC , “In a sample pairs of homozygous twins analyzed, they showed greater similarity to each other than heterozygotes in all characteristics examined, including mathematical abilities. Proving that family environment is not the only determinant and that genes play an important role in contributing these differences.”
In a longitudinal study conducted on a sample of 10,000 twins (TEDs) in the United Kingdom in 2019, it appears that about 50-60% of mathematical ability can be attributed to genetic factors, while 40-50% from environmental factors. This environmental component includes factors such as educational experiences, socioeconomic background, personal motivation, and even chance encounters with mathematical concepts in daily life.
Although the role of genes is crucial, such as ROBO1 and SPOCK1 (see study conducted in 2020 published in the journal PLOS Biology, Skeide et al.) there is no “single math gene.”
No specific gene can be identified that automatically determines success in mathematics. On the contrary, mathematical abilities are the result of a complex combination of genetic and environmental factors. This means that our potential to excel in mathematics is not entirely predetermined at birth. In fact, although there are some people who may have a greater genetic predisposition, through neuroplasticity and with experience, the environment plays a crucial role in improving our abilities.
Click here to learn more about research published in 2023 concerning a sample of 1,146 Chinese elementary school students investigating genetics and their learning.
Environmental Factors In Learning
What and what are environmental factors?
Such factors can be early exposure to mathematical concepts, the quality of instruction received, and how a student’s or educator’s emotions and beliefs about mathematics influence his or her learning journey (Lucangeli, 2019).
Research conducted by psychologist Carol Dweck (2006) highlighted the importance of mental predisposition toward any given subject. According to Dweck, individuals with a growth-oriented mindset, who view intelligence as something that can be developed through commitment and perseverance, tend to perform better, compared to those with a fixed mindset, who view intelligence as an innate and unchangeable trait (Boaler, 2016).
Of the same opinion is Malcolm Gladwell in his book Outliers who questions why Asian students are so good at math. He argues that the cultural and historical context of Asian cultures is more accustomed to working with a long-term view, commitment and perseverance in problem-solving, rather than looking for quick fixes like those in Europe.
In addition, studies on neuroplasticity have shown that the human brain has an extraordinary capacity to improve even in mathematics when exposed to a stimulating environment and effective teaching practices (Boaler, 2016).
A positive and stimulating teacher-led learning environment, combined with a growth mindset that values mistakes and an awareness of brain plasticity, can enhance the math skills of the whole class, regardless of students’ starting level.
Conclusions
Scientific research shows that the development of mathematical skills is the result of a complex interaction between genetic and environmental factors.
There is a genetic component to mathematical learning, with an estimated heritability of up to 63%. There is no single math gene, but genes such as SPOCK1 involved in brain development play a role in influencing numerical abilities, especially in children. As children get older, the genetic component related to math skills becomes more evident. In particular, at the secondary school stage and into adulthood, the heritability of math skills increases, accounting for about 50-60% of individual variation.
On the other hand, the environment plays an equally important role. Early exposure to numerical and quality stimuli, personal experiences, and the presence of a healthy family environment that gives students confidence is also crucial.
In summary: Any student, regardless of pertension background, can achieve remarkable results when immersed in an inclusive, positive and challenging learning environment.
Bibliography
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