This chapter, “Genetics and Formal Education,” reviews evidence for the genetic underpinnings of numeric competencies, the role of formal education in developing better numeric skills, and barriers to learning in school. Studies indicate some genetic influence on approximate number system (ANS) acuity (also called intuitive number sense), objective numeracy, and math anxiety. The lowest heritability exists for ANS acuity, presumably because it is an evolutionarily preserved core trait. Evidence also exists for the importance of formal schooling to development of ANS acuity, and, of course, objective numeracy. Educators generally design mathematical curricula to build understanding smoothly from one topic to the next. However, children (and adults) have more difficulty learning some mathematical concepts than others (e.g., arithmetic with fractions, decimals, probabilities, and proportions). Finally, other barriers to learning math can disrupt learning, including missed chances to maximize early learning and math anxiety.
The South African national school curriculum: Implications for collaboration between teachers and speech-language therapists working in schools
