Math gene
The concept of a "math gene" suggests that mathematical ability is innate and predetermined by genetics, often leading to the belief that individuals either possess this gene or lack the capacity for mathematical understanding. However, research indicates that this notion is overly simplistic and inaccurate. Mathematical ability arises from a complex interplay of multiple genes and environmental influences, rather than a single gene. Factors such as education, cultural attitudes, and personal effort play significant roles in developing mathematical skills. The belief in a math gene can have detrimental effects, fostering a mindset that excuses poor performance by attributing it to biology rather than effort or practice.
In different cultural contexts, attitudes toward mathematics vary; for instance, in Japan, a strong work ethic in mathematics is encouraged regardless of initial ability. While there is evidence of genetic influences on mathematical ability, it is critical to recognize the importance of environmental and social factors in shaping these skills. Overall, fostering a positive attitude towards mathematics and emphasizing the role of hard work and perseverance can enhance mathematical literacy and success across diverse populations.
Math gene
SUMMARY: The idea of the so-called math gene is false; mathematical ability is not genetically predetermined.
Some believe that mathematical problem-solving ability is encapsulated in a “math gene” that endows some people with the ability to solve mathematical problems, while those who lack that gene are doomed to mathematical illiteracy. This notion is false; the ability to solve mathematical problems is influenced (but not determined) by many interacting genes, not a particular one. The term “math gene” is often used to indicate an innate facility and affinity for mathematics, not a specific gene.
The math gene concept has a negative impact on society; it discourages students from working harder by making failure at mathematics socially acceptable. Because of the many benefits of mathematical literacy, research suggests that the related genes are under a positive selection force, and thus mathematical ability is to a significant degree heritable. However, mathematical ability is also influenced by many nongenetic (environmental) factors. It is this complex web of interactions of genes and environment that is responsible for a person’s mathematical ability.
Impact
The concept of a math gene has been especially prevalent in places like the United States in the late twentieth and early twenty-first centuries. Research shows that students who believe in the concept may perceive that it is “others” who do mathematics, rather than people with whom they identify. Mathematics educators deem positive attitudes as critical for success in mathematics. “Impostor syndrome” is a well-documented phenomenon in mathematics in which students feel like outsiders, with an accompanying fear of being “found out.” However, the notion of a math gene does not proliferate in all areas of the world. For example, it is rare in Japan in the early twenty-first century, where students are expected to work harder if mathematics does not come easily.
Parents, teachers, and students who believe that biology is more influential than education, practice, and effort may find it socially acceptable to use the notion of a math gene as an excuse for poor mathematics performance. Politicians and industry leaders in the United States have stressed the importance of mathematical training and success to the global economy. Some educators have suggested that instead of being complicit in students’ failures, society should reject the concept of a math gene and encourage a positive attitude toward learning mathematics.
Genes and Environment
Almost all human cells contain molecules of deoxyribonucleic acids (DNA) that are arranged into functional units called “genes.” Information encoded in genes is transmitted from parents to their children, thereby forming the process of heredity. All humans possess approximately the same set of genes, with the exception of genes located on sex chromosomes. This set of genes is the called the “human genome.” Individuals carry different variants, called “alleles,” of these genes. Different alleles are responsible in part for differences in phenotypes, the observable characteristics of individuals. Characteristics influenced by different alleles include both physical characteristics such as eye color and height and psychological and emotional characteristics such as intelligence and personality.
Despite the important role of genes, the genome should not be viewed as a predetermined recipe in which each gene determines a specific trait or characteristic. There are many nongenetic factors that influence a person’s traits; these are broadly termed “environmental factors.” These factors include nutrition, societal and cultural influences, education and upbringing, exposure to chemicals and radiation, and other factors of nongenetic origin. Many of these factors exert their influence from the moment of conception.
Genes interact with each other and with their environment, thus forming a remarkably complex network of interdependence, regulation, and feedback. Many of these pathways and networks are still poorly understood. It is therefore practically impossible to point to one gene that controls a particular trait. Instead, the human genome should be viewed as a complex, non-deterministic, flexible blueprint that is influenced by environmental factors.
Although neither genes nor environment alone are responsible for any phenotype, it is nonetheless possible to estimate the relative contributions of genetics and environment to the development of any particular trait. While some traits are influenced largely by genetics, others are due mostly to environment. Determining the relative contribution of genetics and environment is a complicated problem, particularly in the case of mathematical ability.
However, some scientists have found genetic links between a person's reading and math capabilities. A study published in 2017 concluded that atypical development occurs in conjunction with one another. This means that if a person struggles with reading, it is likely that they also struggle with mathematics. Another study found that the ROBO1 gene is associated with mental calculations. The gene, which had been previously linked to some reading disabilities like dyslexia, has also therefore been linked to difficulties in mathematics.
Genetic and Evolutionary Influences
The process of solving mathematical problems involves the use of abstract reasoning to seek generalizations and relationships and to derive conclusions from given facts and known laws. By its nature, abstract reasoning is nonspecific and can be useful in many situations, ranging from solving everyday problems to answering questions arising from complex scientific research projects. Hence, mathematical ability constitutes more than the ability to manipulate numbers and equations; it is the ability to understand and solve problems that arise in many walks of life.
Consequently, mathematically literate individuals are able to solve problems and to adjust to their environment better than those who lack mathematical ability. In modern societies, those who are mathematically literate are also able to pursue careers of high socioeconomic status, thereby adding to the benefits of their mathematical ability. Since adaptation to environment is a major force of evolution, gene variants that influence mathematical ability have enabled their possessors to thrive throughout human history. Thus, mathematical ability is to some degree genetic and hereditary.
Nevertheless, mathematical ability is also influenced by genes that have little or nothing to do with reasoning or with cognition. Since the process of learning and doing mathematics is a long and arduous one, it requires personality traits such as persistence, diligence, patience, and self-discipline. Gene variants that promote these qualities tend to improve mathematical problem-solving ability in those who possess them.
Bibliography
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Sun, Xiaochen, et al. “ROBO1 polymorphisms, callosal connectivity, and reading skills.” Human Brain Mapping, vol. 38, no. 5, 2017, pp. 2616-2626. Wiley Online Library, doi.org/10.1002/hbm.23546. Accessed 4 Oct. 2024.