Myth Busters: Is there a math gene?

How many of these have you heard before?

“I am just not a math person.”

“I wasn’t good at fractions so he isn’t either.”

“I can’t do math so neither can my kids.”

These are typical comments we hear when people start discussing their math history as it relates to their child.  There is an implication that the child is genetically predisposed to be “bad” at math if the parent is.   Is there genetic code that actually can be passed down to determine if a student is good or bad in math?

Yes and no.

Yes, studies on twins reveal about 50% of our learning ability is in our DNA.  This is great news if your parents were able to pass along the good stuff.

However, the genetic code can be a complicated thing.  The studies go on to point out that the genes responsible for math and reading ability appear to be numerous and interconnected.  That means we have what are called “generalist genes” that are not specifically targeted toward one set of skills. These genes work together to determine a child’s aptitude across multiple disciplines.  Basically they indicate if a student is good in literacy then they should also be good in math- and in other subjects.

So what about the other 50% that is not related to the genes?  More good news!  It turns out that hard work, preparation and confidence make better students.  And, to make it even better, additional studies have found that students who believe ability (intelligence) is malleable (increases with effort) can achieve even more which reinforces the malleability.   Basically it means that intelligence is a muscle that can grow when exercised regularly.

The idea of malleability and Growth Mindset is important because we need to share this information with students and families so they are no longer stuck in outdated thinking but also encouraged by the idea that ALL students can learn to achieve in math-and in all areas!

It’s official…the myth of the math gene is now busted.