The Math Gene

Why is math so hard? And why, despite this difficulty, are some people so good at it? If there's some inborn capacity for mathematical thinking—which there must be, otherwise no one could do it —why can't we all do it well? Keith Devlin has answers to all these difficult questions, and in giving them shows us how mathematical ability evolved, why it's a part of language ability, and how we can make better use of this innate talent.He also offers a breathtakingly new theory of language development—that language evolved in two stages, and its main purpose was not communication—to show that the ability to think mathematically arose out of the same symbol-manipulating ability that was so crucial to the emergence of true language. Why, then, can't we do math as well as we can speak? The answer, says Devlin, is that we can and do—we just don't recognize when we're using mathematical reasoning.

A groundbreaking book about math and language, from the well-known NPR commentator Keith Devlin.

A basic method of analyzing particulate gene systems is the proba bilistic and statistical analyses. Mendel himself could not escape from an application of elementary probability analysis although he might have been unaware of this fact. Even Galtonian geneticists in the late 1800's and the early 1900's pursued problems of heredity by means of mathe matics and mathematical statistics. They failed to find the principles of heredity, but succeeded to establish an interdisciplinary area between mathematics and biology, which we call now Biometrics, Biometry, or Applied Statistics. A monumental work in the field of popUlation genetics was published by the late R. A. Fisher, who analyzed "the correlation among relatives" based on Mendelian gene theory (1918). This theoretical analysis over came "so-called blending inheritance" theory, and the orientation of Galtonian explanations for correlations among relatives for quantitative traits rapidly changed. We must not forget the experimental works of Johanson (1909) and Nilsson-Ehle (1909) which supported Mendelian gene theory. However, a large scale experiment for a test of segregation and linkage of Mendelian genes affecting quantitative traits was, prob ably for the first time, conducted by K. Mather and his associates and Panse in the 1940's.

Where does our mathematical ability come from? Our prehistoric ancestors' brains were essentially the same as ours, so they must have had the same underlying ability. What purpose could it serve in 50,000 BC? And what exactly goes on in our brains when we multiply 15 by 36 or prove Fermat's Last Theorem? The answer, according to Keith Devlin, is closely related to the evolutionary changes in the human brain that gave rise to language. It lies within our genes and more specifically with the pattern-making abilities with which we are born. Devlin uses these insights to show why some people loathe mathematics, why others find it so difficult, and why a select few excel at the subject. He also suggests ways in which we can improve our mathematical skills.

Math is Everywhere has 365 math activities you can do with your kids.

In The Maths Gene, Keith Devlin explains how the human mind came to perform mathematical reasoning. He claims the answer lies in our genes, and reveals why some people feel they can't do maths, while a select few excel.

A new partnership of biologists and mathematicians is picking apart the hidden complexity of animals and plants to throw fresh light on the behaviour of entire organisms, how they interact and how changes in biological diversity affect the planet's ecological balance. Mathematics offers new and sometimes startling perspectives on evolution and how patterns of inheritance and population work out over time-scales ranging from millions to hundreds of years - as well as what's going on to change us right now. Ian Stewart, in characteristically clear and entertaining fashion, explores these and a whole range of pertinent issues, including how far genes control behaviour and the nature of life itself. He shows how far mathematicians and biologists are succeeding in tackling some of the most difficult scientific problems the human race has ever confronted and where their research is currently taking us.

How do you approach a math problem that challenges you? Do you keep trying until you reach a solution? Or are you like Amy, who gets frustrated easily and gives up? Amy is usually a happy and enthusiastic student in grade five who loves to dance, but she is struggling with a tough math assignment. She doesn’t think she is good at math because her classmates always get the answers faster than she does and sometimes she uses her fingers to help her count. Even though her mom tries to help her, Amy is convinced she just cannot do math. She decides not to do the assignment at all since she thinks she wouldn’t do well anyway. As Amy goes about her day, her experiences at ballet class, the playground, and gym class have her thinking back to how she gave up on her math assignment. She starts to notice that hard-work, practice, and dedication lead to success, thanks to her friends and teachers. She soon comes to understand that learning math is no different than learning any other skill in life. With some extra encouragement from her math teacher, a little help from her mom, and a new attitude, Amy realizes that she can do math!