There is no concrete evidence to suggest that anyone is born with a natural aptitude for math.

## Let us look more closely now

While some individuals may appear to have a knack for math from an early age, there is currently no scientific evidence to suggest that anyone is born with a natural aptitude for math. In fact, studies have shown that early exposure to math and a supportive learning environment are much more important factors in developing mathematical skills.

As stated by Jo Boaler, a professor of mathematics education at Stanford University: “There is no such thing as a math person.” She goes on to explain that research has shown that “mathematics is not a fixed ability, but can be developed through hard work, practice and a positive mindset.”

Interesting facts about math education and innate ability include:

- According to a 2017 report from the National Science Foundation, the United States ranked 40th in the world in math education.
- A study published in the Journal of Educational Psychology found that early exposure to math concepts, such as counting and number recognition, was a strong predictor of later math achievement in school.
- A study conducted by the University of Chicago found that children who received early math training scored higher on standardized tests not only in math, but also in reading and vocabulary.
- Research has shown that a growth mindset, or the belief that abilities can be improved through hard work and effort, is key to developing mathematical skills. As Carol Dweck, a professor of psychology at Stanford University, explains: “Believing that math requires a special talent and that you either have it or you don’t can actually create a self-fulfilling prophecy.”

Table:

Factors that contribute to mathematical ability |
---|

Early exposure to math concepts |

Supportive learning environment |

Growth mindset |

Hard work and practice |

In summary, while some individuals may have an apparent natural inclination towards math, there is no concrete evidence to suggest that anyone is born with a “math brain.” Developing mathematical skills requires early exposure to math concepts, a supportive learning environment, a growth mindset, and plenty of hard work and practice.

**This video has the solution to your question**

Neil deGrasse Tyson and Richard Dawkins discuss why many people struggle with mathematics and how the human brain’s natural survival instincts may contribute to this. They highlight the importance of rational and logical thinking in scientific advancements while acknowledging that areas like art can be more subjective. Additionally, they discuss the role of probability in mathematics and how humans are wired to prioritize survival instincts over mathematical reasoning, which can lead to a lack of understanding and appreciation for mathematical concepts.

## There are several ways to resolve your query

Research shows that humans are born with an inherent sense of numbers, known as numerosity. The concept of numerosity is one of the only high-level cognitive functions that is mapped to a specific region of the brain. In other words, we are primed to do basic math, but culture gets in the way.

Just like any other literacy skill, it is reasonable to expect a high proficiency level from 90% or so of the population. So I would rather start my answer by defining what “very good at math” really means, as opposed to just literate.

First, let’s think of the foundation, the literacy level of math which allows us to live and work in our society. We can figure our discounts and proportions, breaking down multiple step problems, we can forecast the future given data from the past. We resolve linear equations, apply simple operations properties and simplify fractions almost on a daily basis. We figure out how much paint to buy and what size water heater we need. We calculate the operating costs associated with running a drip irrigation system before embarking on the project. We do these things without thinking “math” — yet in school, when these operations are labeled as “math”, many students struggle. Just like all of us can talk, but few can bring it to the higher level of justifying …

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Accordingly, **Are people born with a math brain?** The reply will be: Are you or your child a “math person” or “not a math person?” Aren’t we born good at math or bad at math? According to Stanford professor Jo Boaler, there is no such thing as a math brain!

Correspondingly, **Are people born naturally good at math?** Research from Johns Hopkins University suggests that 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.

Keeping this in view, **What do you call someone with a math brain?** Response will be: Dyscalculia is a learning disorder that affects a person’s ability to do math. Much like dyslexia disrupts areas of the brain related to reading, dyscalculia affects brain areas that handle math- and number-related skills and understanding.

Keeping this in consideration, **Is being smart in math genetic?**

As a response to this: *Mathematical ability is known to be heritable* and related to several genes that play a role for brain development.

Beside above, **Do mathematicians use up the brain?** Amalric’s study found that mathematicians had reduced activity in the visual areas of the brain involved in facial processing. This could mean that the neural resources required to grasp and work with certain math concepts may undercut—or “use up”—some of the brain’s other capacities.

Furthermore, **Is your math ability biological?**

As a response to this: A bad relationship with math can start early, and anxiety or a lack of confidence around numbers can compound over time — transforming from a grade school phobia to a career hurdle. But some math ability may not be shaped in the classroom. According to new research, *some percentage of math ability might have deeper, biological roots*.

Keeping this in view, **Did you struggle with math as a child?**

As a response to this: If you struggled with math as a child, *blame your neurotransmitters*. Researchers have long thought that brain excitement and inhibition levels are related to learning, especially during formative developmental years. Precisely how the activity related to complex learning over decades, however, has remained a mystery.

**Are math brain areas different from nonmathematical thinking?**

The reply will be: In a study published this week in Proceedings of the National Academy of Sciences, a pair of researchers at the INSERM–CEA Cognitive Neuroimaging Unit in France reported that the brain areas involved in math are different from those engaged in equally complex nonmathematical thinking.

**Do mathematicians use up the brain?**

Amalric’s study found that *mathematicians had reduced activity in the visual areas of the brain involved in facial processing*. This could mean that the neural resources required to grasp and work with certain math concepts may undercut—or “use up”—some of the brain’s other capacities.

**Did you struggle with math as a child?**

The response is: If you struggled with math as a child, *blame your neurotransmitters*. Researchers have long thought that brain excitement and inhibition levels are related to learning, especially during formative developmental years. Precisely how the activity related to complex learning over decades, however, has remained a mystery.

Subsequently, **Is your math ability biological?**

A bad relationship with math can start early, and anxiety or a lack of confidence around numbers can compound over time — transforming from a grade school phobia to a career hurdle. But some math ability may not be shaped in the classroom. According to new research, *some percentage of math ability might have deeper, biological roots*.

Moreover, **Are You a math person?** The truth is, you probably are a math person, and by thinking otherwise, you are possibly hamstringing your own career. Worse, you may be helping to perpetuate a pernicious myth that is harming underprivileged children—the myth of inborn genetic math ability.