innate mathematical ability
https://plus.maths.org/content/category/tags/innate-mathematical-ability
enNo need for words
https://plus.maths.org/content/no-need-words
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<img class="imagefield imagefield-field_abs_img" width="100" height="100" alt="" src="https://plus.maths.org/content/sites/plus.maths.org/files/abstractpics/5/4_may_2016_-_1555/brain_icon.jpg?1462377354" /> </div>
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<p>Where does our ability to do abstract maths come from? A new study sheds some fascinating light on the question.</p>
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Among all our animal cousins we humans are unique in being able to
grasp, and develop, abstract mathematics. How this ability evolved is something that
has intrigued psychologists and anthropologists for a very long
time. One possibility is that high-level maths ability builds on a sense of number, space
and time that is hard-wired into our brains from birth, and which we share with many animal species.<p><a href="https://plus.maths.org/content/no-need-words" target="_blank">read more</a></p>https://plus.maths.org/content/no-need-words#commentsevolutionFP-belowinnate mathematical abilitymathematics and languagepsychologyThu, 05 May 2016 13:45:30 +0000mf3446561 at https://plus.maths.org/contentThe maths sense
https://plus.maths.org/content/maths-sense
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You don't need to count to see that five apples are more than three oranges: you can tell just by looking. That's because you were born with a sense for number. But is that sense related to the mathematical abilities you develop later on? </div>
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<p>You don't need to count to see that five apples are more than three
oranges: you can tell just by looking. That's because we, as well as
many animal species, are born with a sense for number that allows
us to judge amounts even without being able to count. But is that inborn number sense related to the mathematical abilities
people develop later on, or is learnt maths different from innate
maths?</p><p><a href="https://plus.maths.org/content/maths-sense" target="_blank">read more</a></p>https://plus.maths.org/content/maths-sense#commentsmathematical realityinnate mathematical abilitymathematics educationMon, 04 Nov 2013 09:54:33 +0000mf3445966 at https://plus.maths.org/contentGut logic
https://plus.maths.org/content/gut-logic
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<p>Human reasoning is biased and illogical. At least that's what a huge body of psychological research seems to show. But now a psychological scientist from the University of Toulouse in France has come up with a new theory: that logical and probabilistic thinking is an intuitive part of decision making, only its conclusions often lose out to heuristic considerations.</p>
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<p>Human reasoning is biased and illogical. At least that's what a huge body of psychological research
seems to show. But now a psychological
scientist from the University of Toulouse has come up with a
new theory: that logical and probabilistic thinking is an intuitive part of decision making, only its
conclusions often lose out to heuristic considerations.</p>
<p>The traditional view is based on studies showing that when it comes to certain types of decisions, people blatantly flout the maths in favour of stereotypes. Consider, for example, the following question:</p><p><a href="https://plus.maths.org/content/gut-logic" target="_blank">read more</a></p>https://plus.maths.org/content/gut-logic#commentsmathematical realityinnate mathematical abilitypsychologyWed, 04 Jan 2012 09:01:17 +0000mf3445629 at https://plus.maths.org/contentBorn to count?
https://plus.maths.org/content/node/5549
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<p>People as well as animals are born with a sense for numbers. But is this inborn number sense related to mathematical ability? A new study suggests that it is.</p>
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<p>People and animals are born with a sense for numbers.</p><p><a href="https://plus.maths.org/content/node/5549" target="_blank">read more</a></p>https://plus.maths.org/content/node/5549#commentsmathematical realityevolutioninnate mathematical abilitymathematics and languagemathematics educationWed, 07 Sep 2011 10:16:24 +0000mf3445549 at https://plus.maths.org/contentEvolutionary maths
https://plus.maths.org/content/evolutionary-maths
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Marianne Freiberger </div>
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How did we evolve our capacity for maths? Does maths piggy-back on our ability for language, or is it a completely separate faculty? Is it dependent on culture? <i>Plus</i> spoke to the cognitive psychologist <b>Rosemary Varley</b> to find some answers. </div>
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<div class="pub_date">September 2007</div>
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<p>Rosemary Varley</p><p><a href="https://plus.maths.org/content/evolutionary-maths" target="_blank">read more</a></p>https://plus.maths.org/content/evolutionary-maths#comments44evolutioninnate mathematical abilitymathematics and languagemathematics educationFri, 31 Aug 2007 23:00:00 +0000plusadmin2315 at https://plus.maths.org/contentInnate geometry
https://plus.maths.org/content/innate-geometry
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<img class="imagefield imagefield-field_abs_img" width="100" height="100" alt="" src="https://plus.maths.org/content/sites/plus.maths.org/files/latestnews/jan-apr06/geometry/icon.jpg?1138320000" /> </div>
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Is geometry hard-wired into our brain? </div>
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<div class="pub_date">27/01/2006</div>
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<p>Geometry is something we are born with, according to a new study published in the journal <i><a href="http://www.sciencemag.org/">Science.</a></i> A team of researchers, led by Stanislas Dehaene of the Collège de Franc<p><a href="https://plus.maths.org/content/innate-geometry" target="_blank">read more</a></p>https://plus.maths.org/content/innate-geometry#commentsevolutiongeometryinnate mathematical abilitypsychologyFri, 27 Jan 2006 00:00:00 +0000plusadmin2646 at https://plus.maths.org/contentSpeechless maths
https://plus.maths.org/content/speechless-maths
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Do you need language to do maths? </div>
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<div class="pub_date">28/04/2005</div>
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<p>Numbers on the brain.</p><p><a href="https://plus.maths.org/content/speechless-maths" target="_blank">read more</a></p>https://plus.maths.org/content/speechless-maths#commentsevolutioninnate mathematical abilitymathematics and languagepsychologyWed, 27 Apr 2005 23:00:00 +0000plusadmin2654 at https://plus.maths.org/contentEditorial
https://plus.maths.org/content/pluschat-3
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<li>What is maths for? - What do we hope people will know after studying maths at school?</li>
<li>New Plus posters! - Find out how you can get hold of your own copy of our brilliant new poster!</li>
<li>Specially for students - This issue of Plus brings you the first of an occasional series expecially for use in the classroom.</li>
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<div class="pub_date">November 2003</div>
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<h2>This issue's <i>Plus</i>chat topics</h2>
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<li><a href="#outthere">What is maths for?</a> - What do we hope people will know after studying maths at school?</li>
<li><a href="#posters">New <i>Plus</i> posters!</a> - Find out how you can get hold of your own copy of our brilliant new poster!</li>
<li><a href="#alevel">Specially for students</a> - This issue of <i>Plus</i> brings you the first of an occasional series expecially for use in th<p><a href="https://plus.maths.org/content/pluschat-3" target="_blank">read more</a></p>27editorialInformation theoryinnate mathematical abilitymental arithmeticpublic understanding of mathematicssearch engineSat, 01 Nov 2003 00:00:00 +0000plusadmin4879 at https://plus.maths.org/contentEditorial
https://plus.maths.org/content/pluschat-1
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<li>Optional maths - should students be able to give up maths at age 14?</li>
<li>Outer space - In what will now be a regular feature, mathematician and cosmologist John D. Barrow shares some maths that's amused and intrigued him.</li>
<li>Readers' corner- More Strange activities for last issue's Ship of Fools!</li>
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<div class="pub_date">May 2003</div>
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<h2>This issue's <i>Plus</i>chat topics</h2>
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<li><a href="#optional">Optional maths</a> - should students be able to give up maths at age 14?</li>
<li><a href="#john">Outer space</a> - In what will now be a regular feature, mathematician and cosmologist John D.<p><a href="https://plus.maths.org/content/pluschat-1" target="_blank">read more</a></p>25editorialInformation theoryinnate mathematical abilitymental arithmeticphysicspublic understanding of mathematicssearch engineWed, 30 Apr 2003 23:00:00 +0000plusadmin4877 at https://plus.maths.org/contentEditorial
https://plus.maths.org/content/pluschat
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<li>Information overload - how mathematicians are helping us all to make sense of the vast amount of information now available to us</li>
<li>Sum problems - can you be good at mathematics without being good at arithmetic?</li>
<li>Readers' corner - Meet Mandy, the cuddly Mandelbrot set!</li>
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<div class="pub_date">January 2003</div>
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<h2>This issue's <i>Plus</i>chat topics</h2>
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<li><a href="#info">Information overload</a> - how mathematicians are helping us all to make sense of the vast amount of information now available to us</li>
<li><a href="#sum">Sum problems</a> - can you be good at mathematics without being good at arithmetic?</li>
<li><a href="#readers">Readers' corner</a> - Meet Mandy, the cuddly Mandelbrot set!</li>
</ul>
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<h2><a name="info" id="info">I<p><a href="https://plus.maths.org/content/pluschat" target="_blank">read more</a></p>23editorialInformation theoryinnate mathematical abilitymental arithmeticpublic understanding of mathematicssearch engineWed, 01 Jan 2003 00:00:00 +0000plusadmin4875 at https://plus.maths.org/contentNatural born mathematicians
https://plus.maths.org/content/natural-born-mathematicians
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Helen Joyce </div>
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Neuropsychologist <b>Brian Butterworth</b> tells us about research showing that even newborn babies have a basic understanding of number. It seems we are all mathematicians! </div>
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<div class="pub_date">Mar 2002</div>
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<p>One day old, and already a mathematician</p><p><a href="https://plus.maths.org/content/natural-born-mathematicians" target="_blank">read more</a></p>https://plus.maths.org/content/natural-born-mathematicians#comments19cardinalitydyspraxiaevolutiongiftednesshuman calculatorinnate mathematical abilitySat, 01 Dec 2001 00:00:00 +0000plusadmin2200 at https://plus.maths.org/content