If you experience any difficulties in visualising the implications of equations like these . . .
– could your genetic makeup be sub-optimal? They’re from a new study published in bioRxiv which examines Genetic Associations with Mathematics Tracking and Persistence in Secondary School
The research project . . .
(from the Department of Psychology and Population Research Center, University of Texas at Austin, Graduate School of Education, Stanford University, Department of Epidemiology, Columbia University School of Medicine, Department of Sociology and Institute of Behavioral Science, University of Colorado at Boulder, Department of Sociology and Population Research Center, University of Texas at Austin, Biological Psychology, VU University Amsterdam, and Department of Sociology and Carolina Population Center, University of North Carolina at Chapel Hill)
. . . suggests that favourable arrangements of various (i.e. ‘polygenic’) inherited genes, might be contributing towards more accomplished math(s) performance(s).
“Students with higher education polygenic scores were tracked to more advanced math already at the beginning of high school and persisted in math for more years.”
BONUS assignment [optional] If a non-ideal polygenic makeup might negatively affect one’s innate abilities at math(s), then could one’s mathematical talents be improved via gene therapy?