Researchers from Shaanxi Normal University explored how genetic variation relates to math abilities in children. The findings, reported in a study published in Genes, Brain and Behavior, point to several genetic variants that may influence skills such as subtraction, spatial reasoning, and division. The work adds to a growing body of evidence suggesting that mathematical proficiency is influenced by a combination of genetic factors and cognitive processes rather than by a single gene or a single skill.
The study examined a large group of 1,146 primary school students from China. Participants provided DNA samples that were analyzed for specific point mutations, which are changes in a single DNA letter that can alter how genes work. In genetics, DNA is built from just four letters, and a point mutation is the replacement of one letter by another. Scientists have long sought to understand how these tiny changes might shape complex abilities like math by affecting brain development and function.
To capture the breadth of mathematical talent, researchers categorized mathematical skills into 11 distinct domains. Through careful analysis, they identified seven single-nucleotide genetic variants that showed a strong association with overall math ability and with particular cognitive processes that support mathematical thinking. This means that certain tiny genomic differences appear more often in children who excel in specific math-related tasks, suggesting a nuanced genetic architecture behind numerical competence.
Among the variants identified, differences in the LINGO2 gene were linked to the capacity to infer patterns and relationships, a core element of mathematical reasoning. Variants in the OAS1 gene were associated with spatial thinking, an ability to visualize and manipulate objects in space, which is crucial when solving geometry problems or understanding spatial relationships on a number line. Variants in the HECTD1 gene correlated with a gene’s role in cellular processes relevant to development and function, potentially impacting tasks that require precise stepwise execution, such as multi-step calculations or division strategies. These connections point to a broader picture in which specific genetic variants may subtly bias cognitive processing styles that contribute to mathematical performance.
The authors emphasize that mathematics is not dictated by a single gene but rather emerges from a blend of multiple genetic influences interacting with cognitive strategies, schooling, and environment. The study therefore supports a view of mathematical ability as a mosaic of traits that can be differentially rooted in various aspects of brain biology. By showing that distinct math skills can have different genetic underpinnings, the researchers highlight the importance of considering domain-specific approaches to education and assessment. This kind of insight helps educators and clinicians tailor interventions that align with a learner’s strengths and challenges, potentially improving math learning outcomes across diverse populations.
In discussing the implications of their results, the authors note that identifying genetic associations with math skills is a step toward understanding the biology of learning. They point out that genetic influences interact with many non-genetic factors, including classroom experience, quality of instruction, and opportunities for practice. The study adds a piece to the puzzle of how the brain supports mathematical thinking and how individual differences in genetics may shape the way students approach problems, reason about numbers, and apply strategies to solve them. The researchers call for further work to replicate and extend these findings across different groups and age ranges, with an eye toward translating this knowledge into supportive educational tools that respect diversity in cognitive profiles and learning trajectories.