The ability to do math has been considered an important individual quality that can affect personal success in various academics and professional pursuits. Math is considered to be an essential part of learning and being skilled at it is seen as a sign of intelligence. Whilst it is generally accepted that the more time one spends engaging in mathematical activities, the better one become at them, for some, math may come more naturally.
However, there is still some debate as to whether some people are naturally better at maths than others, and this article shall discuss the evidence that may suggest the presence of natural mathematicians.
1: It’s Possible to Be a “Natural Mathematician”
Whilst there is minimal evidence thus far to support the idea of individuals having an innate ability in mathematics, there are some researchers who have discussed the concept of natural mathematical ability. Uta Frith, professor at the Institute of Cognitive Neuroscience, University College London argues that there are ‘natural’ mathematicians – people who possess the cognitive attributes to excel in this field.
To exercise her claim, she tells of a case study where a 3 year old child was observed doing complex calculations with ease using only his pencil and paper – something that many average adults could not even duplicate. He was found to be able to compute figures and deduce higher digits from smaller amounts without any difficulty – something that seemed to come naturally to him. Although there is limited evidence to suggest some individuals can excel in mathematics as a natural gift, this is not an absolute indicator as every individual’s capability may vary.
Different people may be able to possess same skill level in mathematics and other areas to a lesser or greater degree. Hence, it is not just an inherent capability but rather a combination of individual background, environment and effort that can ultimately affect their level of success.
2: Factors that Explain Natural Math Skill
When considering natural mathematicians, it can be argued that certain factors contribute to the overall level of a person’s ability in maths which can make them more or less successful than their peers. This can include educational background, available resources and cultural teaching methods. Firstly, educational background plays a major role when assessing natural mathematicians.
In his paper ‘Mathematical Skills Development and Mathematical Anxiety,’ Christopher J. Magee presents his assessment when comparing children from privileged and disadvantaged backgrounds.
The study showed that whilst children from privileged backgrounds possessed greater ability in mathematics, children from disadvantaged backgrounds were still able to demonstrate a good level of knowledge and understanding of the subject. This demonstrates the potential for all people to gain knowledge in mathematics, even if they are not inherently gifted in it.
Furthermore, resources in maths can also contribute to a person’s level of ability in this subject. If a person has access to resources such as educational materials and tutors, it may make them better at maths over time. Similarly, a person’s cultural and educational environment can also affect their chances of success in maths – with beliefs of maths as a difficult or easy subject varying drastically between cultures.
3: Evidence to Show That Success is not Inherited
Whilst there may be various factors that can contribute to achieving success in mathematics, it is arguable that natural mathematicians are not inherently genetically predisposed to succeed. A study by Mary J. Naseer, which looked at the link between students’ mathematics performance and family environmental factors found that whilst students’ test scores may be affected by the educational level of their parents, there was no conclusive evidence that their genetics could.
Placing emphasis on the idea that success is not inherited, Lawrence Rudnicki, Professor at the University of Kansas suggests that even the ‘gifted’ perform better when education rather than inborn traits are emphasised. His study looks at a group of children who are assessed to be ‘gifted’ and evaluates whether they would join groups that focus on ‘hard work’ or ‘natural capability’.
His results showed that when children were placed in an environment that set a focus of ‘hard work’ they were more likely to excel than those placed in the other group.
4: A Person’s Attitude is Just as Important as Ability
Whilst there may be various factors that can contribute to the success of a person in maths, it is not simply their ‘natural ability’ that can predict their level of success. According to a study by Richard D.
Roberts and Naglaa H. El Shakroukh that looked at adolescents’ attitudes towards mathematics and their performance in maths tests, the researcher’s found that a positive attitude was just as important as ability when it came to succeeding in mathematics. The study found that those with the highest scores in the tests had a mix of both attitude and ability in comparison to those who only had the ability but not the attitude to do well in the tests.
This therefore demonstrates that ability may not be the only contributing factor to academic success and that a positive attitude is equally as important if not more so as it can provide motivation when acquiring knowledge.
5: Intelligence is Not the Only Factor in Succeeding in Maths
Whilst it is often assumed that intelligence is the most important factor in becoming good at maths, it is arguable that emotive factors also play an important role in success. A study by Carpendale and Lewis that looked at the link between students’ maths ability and maths anxiety found that students with low levels of maths anxiety consistently performed better in tests than those with high levels.
Extending on the notion that intelligence is not the sole indicator of performance, another study recently conducted by Jordan and McConnell-Ginet found that however intelligent an individual may be, if they do not believe they can do maths, they are unlikely to do well in tests. This suggests that cognitive and emotive factors should be considered as both being equally important when looking at a person’s ability in mathematics.
6: Taking Advantage of Your Natural Math Talent
Whilst not every individual may be gifted in maths, there are ways in which a person can make the most of the natural talent they have in maths. Firstly, having an environment which nurtures and encourages mathematical understanding can be beneficial when it comes to taking advantage of an individual’s natural talent. It can give them the confidence and ambition to strive for their potential and to explore their understanding of mathematics.
In addition, this can be boosted by other factors such as forming a connection with the subject, finding a mentor to help them develop their skills, and taking advantage of educational resources, such as books, apps, and websites. This also encourages a ‘growth mindset’ as individuals come to believe that through effort and dedication, they can further their understanding in maths and improve.
7: Overcoming Traditional or Cultural Obstacles to Math
Whilst there may be natural mathematicians, it is important to consider those who may not possess the same ability and whether they are given the same access to resources. This can be further complicated by the beliefs or attitudes that members of a certain cultural group may have towards mathematics. In these cases, members of this group may not strive to excel as much as they possibly could as they may not believe that they have the talent or intrinsic ability to do so.
Evidence produced by the National Association for Gifted Children suggests that certain cultural groups tend to overlook the idea of ‘natural talent’ and place focus on hard work. This could have the potential to have a negatively effect a person’s progress in maths, as they may feel daunted by the level of effort needed to succeed – leading to further obstacles in educational progression.
8: Teaching Maths for Different Ability Types
In order to achieve the best outcome for pupils of different ability levels, it is suggested that mathematics should be taught in different ways that can cater for students with varying abilities. This can be done through a variety of teaching strategies such as the early introduction of geometrical shapes to lower year pupils or the introduction of mental strategies and problem-solving skills to higher years. This is demonstrated by a study conducted by Levin, Rommils and Wiedenfeld which looked at the impact of different teaching strategies across a number of school groups.
The study found that when different maths teaching strategies were implemented depending on individual ability, the pupils with lower abilities were found to excel just as much as those with higher abilities – leading to an overall improvement in the group’s overall performance in mathematics.
9: The Importance of Variation in Maths Education
When looking to improve a person’s ability in maths, it is important to realise that not all people will excel in the same way. The way in which one individual grasps mathematics may be different to another. This is why it is important for teachers, parents and mentors to recognise the differences in individual students and offer help to those that require it, as well as offering additional activities for those who are more able.
This is demonstrated by a study conducted by Li, Hudson, Martin and Lew which looked at the differences between Eastern and Western teaching methods in maths. The study found that when teachers provided activities aimed at individual ability levels and even allowed those with a higher ability level to teach activities to those with a lower level, there was an overall exchange of knowledge and improvement in skills.
This indicates how group collaborations and effective teaching can lead to increased understanding of mathematics.
10: Ignoring Cultural Biases in Maths Learning
Whilst some cultures may place emphasis on the idea that only those of a higher maths ability are deemed intelligent, it is important to remember that maths ability does not necessarily determine a person’s intelligence. In certain cultures, gender- stereotyping can play a role in stopping individuals from excel in maths, with gender roles and expectations affecting a person’s motivation in maths activities.
Hence, it is important to have an open mindset and recognise the importance of giving individuals of all abilities the opportunity to succeed in maths. As Randall Charles and Ellen Marks outline in their book Teaching and Learning Algebra, it is important to recognise the barriers that can be presented to those with a different cultural mindset when it comes to maths. By doing this we can ensure that individuals are given the same opportunity to succeed, regardless of their cultural background.
11: Nurturing a Healthy Maths Confidence
Whilst it is not just intelligence that can contribute to a person’s ability to excel in maths, having a healthy amount of confidence in one’s capabilities is still important. Ignoring the idea of natural mathematicians, it is important to have an optimistic outlook and be willing to experiment with maths and apply it in real-life situations.
By doing this, confidence in one’s ability to understand mathematical concepts can be nurtured and help to bring a person’s level of maths up. Evidence provided by Kahan and Marder supports this claim, as they found in their paper ‘Increasing Mathematical Engagement and Confidence’ that when students were allowed to explore and investigate areas of maths they were interested in, they were more likely to develop the confidence needed to excel in the subject.
12: Seek Inspiration from Mathematic Success Stories
Whilst there may be some individuals that may be naturally gifted in maths, it is still possible for anyone to achieve success in this field. To understand this, it may be beneficial for some to look at successful mathematicians who have utilised their natural talent and be inspired by their journey.
This is demonstrated by the success of Srinivasa Ramanujan, a mathematician from India who, despite being educated with no formal training, was able to develop complex theories that went beyond those of Newton and Einstein. On top of this, the open-mindedness of the future generation can also be beneficial, as these individuals may look beyond traditional learning methods and seek new ways of learning. Advances such as video streaming technology and artificial intelligence have enabled the learning of maths to become more accessible, as any individual of any level of ability can benefit from tapping into these resources.
Conclusion
In conclusion, it is arguable that whilst some people may have natural mathematical talent, there are still numerous factors that can influence the end result. Ultimately, it is not a person’s cognitive intangibles that determine their skills in maths but the combination of intellect, resources, attitudes and environments that come together to make a successful mathematician.
With the right mindset, resources and determination, it is possible for any individual to excel in mathematics – regardless of whether they are a natural at it or not.