Abstract
Mathematics is the main basis of human civilization. Scientific and practical human activity in any area of life is impossible without it. Mathematical aptitude is an extremely variable feature described by the normal distribution curve. The left end of this curve shows a small number of people (about 8%) who are mathematics learning disabled (MLD), and the right end – also a small number of people (about 8%) who have mathematical talent (MT). The maximum mean part of the curve (about 84%) shows the distribution of people with a moderate mathematical ability (MMA). MMA and MT together constitute the mathematical ability (MA). Mathematical aptitude is hereditary. The average indices of heritability of the mathematical aptitude spectrum components are based on the following twin studies: MLD – 55%, MA – 56%, MT – 50%. Thus, about half of the variability of mathematical aptitude is determined by genetic factors, and the rest of the influence on the trait is carried out by factors of the shared and nonshared environment in different proportions, depending on the child’s age. Gender difference in mathematical aptitude, if any, is very small. Several single nucleotide polymorphisms (SNPs) significantly associated with MA (rs1012694, rs11743006, rs17778739, and rs17777541) were identified. They are located in the introns of the SPOCK1 gene (5q31.2). This gene encodes the glycoprotein testican-1, which takes part in the regulation of cell proliferation, cell cycle, apoptosis, adhesion, and interaction of components of the cell-matrix. It is involved in 26 diseases – mostly tumors, including cancer. The level of MA can also be affected by the number of copies of certain DNA fragments. One of them is the DUF1220 region with unknown functions, the number of copies of which in humans can reach 272 in several dozen genes. It is largely expressed in the brain areas associated with higher cognitive functions. Further careful researches of the genetic aspects of MA is needed, especially researches on the identification of SNPs and copy number variations associated with MA and their interaction with shared and nonshared environmental factors. Findings will contribute to the improvement of mathematics teaching methods at schools.
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