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A head for maths: learned or innate?

Some of us seem to be born with an inherently better sense of numbers than others, which may affect how well we do in maths at school

IF YOU think you’re “not a numbers person”, you might be correct. It seems that some people are born with a better sense of numbers than others – although that doesn’t mean education can’t improve your mathematical abilities.

Being good at maths is thought to rely on two factors: the inherent sense of numbers that children possess from a very young age, and formal school education. How these factors are related had not been investigated, until now.

Justin Halberda at Johns Hopkins University in Baltimore, Maryland, and his colleagues assessed the ability of 64 American 14-year-olds to guess the number of objects in a group without counting them precisely – their so-called “ANS score”. The children had also taken standard maths tests every year between the ages of 5 and 11 years.

Teenagers with the highest ANS scores also tended to have the best scores in maths tests all the way back to the age of 5, regardless of IQ and visual-spatial reasoning skills (Nature, ). “There are vast individual differences in the acuity of this number sense in 14-year-olds,” says Halberda.

While it seems likely that ANS can be partly shaped by education, previous studies have shown that ANS scores in an Amazonian tribe which receives no mathematical education are similar to those in an educated French population, suggesting that the effects of education are likely to be subtle.

Halberda cautions against thinking success or failure in school maths is entirely genetic and immutable. “ANS is powerful, but it certainly isn’t predicting 100 per cent of the variance [in maths ability],” he says.

The theory that ANS and exact number skills are linked “is a provocative one, since it is unclear why this should be so”, says Brian Butterworth of University College London, whose research found no such link. Recent studies suggest that humans are born with an exact sense of number too. It would be “unwise to decide how to teach a child arithmetic on the basis of his or her ability to discriminate approximate numerosities”, he says.

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