Yes, some people believe in inborn math ability, but others believe that anyone can learn and excel in math through practice and effort.

**So let us dig a little deeper**

The question of whether innate math ability exists is a controversial topic. Some people believe that math aptitude is a result of genetics, while others argue that it can be developed through hard work and practice.

One famous proponent of the belief in innate math ability is Charles Murray, author of “The Bell Curve.” He claims that ‘genetic differences in intelligence exist and play a significant role in determining an individual’s success in life.’ This argument is often countered by those who argue that intelligence is a product of both nature and nurture.

Research studies have been conducted that support both sides of the debate. For example, one study found that children who are considered “math prodigies” have a larger dorsolateral prefrontal cortex, a portion of the brain associated with problem-solving and decision-making. However, another study showed that students who were told that intelligence is malleable and can be developed through effort showed greater achievement in math classes than those who were told that intelligence is fixed.

Here are some interesting facts about the topic:

- The concept of innate math ability has been debated for centuries. In the 18th century, philosopher Jean-Jacques Rousseau argued that everyone has innate mathematical abilities.
- The idea of intelligence being innate gained popularity in the early 20th century, with the creation of the IQ test.
- The concept of innate math ability is often used to explain the underrepresentation of certain groups in STEM fields.
- There is evidence to suggest that cultural attitudes towards math play a role in determining math success. In countries where math is highly valued and supported, students perform better in math.
- The debate over innate math ability is not just limited to the academic community. It has practical implications for how math education is approached in schools and how individuals think about their own math abilities.

To summarize, while some people believe in innate math ability, there is evidence to suggest that math education and effort can play a larger role in determining math success. As Carol Dweck, a prominent researcher on mindset, has said, “no matter what your ability is, effort is what ignites that ability and turns it into accomplishment.”

Table:

Pros of belief in innate math ability | Cons of belief in innate math ability |
---|---|

Can explain differences in math skill | Can perpetuate stereotypes and biases |

Recognizes potential for natural talent | Discourages efforts to improve math ability |

Encourages investment in gifted education | Can result in false assumptions about individuals’ abilities |

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The most widely accepted theory today suggests people are born with a “sense of numbers,” an innate ability to recognize different quantities, like the number of items in a shopping cart, and that this ability improves with age.

This is a very complicated question. Firstly, as noted by Justin Rising [ https://www.quora.com/profile/Justin-Rising ], general intelligence has a significant genetic component and the field that this becomes directed towards can vary considerably according to circumstances.

Additionally, some students naturally approach maths in a way that is effective. Such habits include: experimenting, focusing on understanding rather than just memorising results and trying to build bridges for intuition. Maybe you could teach students how to use these techniques, but I suspect that it would be extremely difficult. Firstly, you would need to get the students young, secondly, the teachers would need to be very highly trained, thirdly, getting students to think about maths is hard enough; getting them to think about the abstract approach would be near impossible.

Furthermore, small advantages can accumulate in a snowball effect. In maths, it is particularly important to have a strong foundation, s…

**Response via video**

This video discusses the debate between those who believe that mathematics is discovered, and those who believe that it is invented. The video provides examples of how mathematics has been used to solve problems in the real world.

**I am sure you will be interested in this**

**some people are naturally good at math, whereas others may never be**. For those who can count very well, there is something vaguely infuriating about doing business with (or even living with) people who can’t count past three.

**Maths ability is known to be heritable**. Several genes that play a role in brain development influence the ability to do maths also. A study published in the PLOS Biology journal identified genetic variations and brain regions that affect maths ability.

**People who have dyscalculia struggle with numbers and math because their brains don’t process math-related concepts like the brains of people without this disorder**.

**seems to act as a foundation for developing math skills**later in life.

**It seems we do**, at least according to the results of a new study. The research indicates that math ability in preschool children is strongly linked to their inborn and primitive "number sense," called an "Approximate Number System" or ANS. We accept that some people are born with a talent for music or art or athletics. But what about mathematics?

**Some people may just be born with a talent for math**. I mean, we’ve known that practicing your times tables makes for better multiplication, but new research shows that our inborn sense of numbers is linked to our math ability, even before any training in math.