I really don’t understand this cope. It’s scientifically established that intelligence is highly heritable, especially the analytical kind. It also agrees with experience, we all know people who have a very hard time understanding mathematics, while others sail through it.
Of course it’s not fair, life isn’t fair. But the good news is that you can quite easily compensate for lack of aptitude with more work, and that is most definitely the case for mathematics, up to and including undergraduate level.
I grew up in Sweden where everyone goes to the same kind of pre-school, that does very little math teaching. Still, the difference in aptitude when we started school was significant. But we all know this.
Oh boy, I don't even know where to start here. It isn't a cope, it is a more nuanced take.
Your take is so black and white that it only holds up if you almost willfully ignore all other context. Obvious things like different kids having a different home experience, exposure to different things outside of school, exposure to different things in the years leading up to pre-school, etc. These are just a few factors that actually heavily influence where someone starts and how easily they pick up some subjects. Then there is the fact that following the same curriculum or even being in the same class doesn't mean getting the same attention from teachers. In fact, ironically those with "more aptitude" sometimes get more attention further increasing their headstart.
I honestly want to invite you to go back, read my other comment again, actually take the time to internalize it then reply back again.
Because you are very close to actually agreeing with me. Specifically because you mention the practice and extra work bit. You just don't realize it yet.
No, I am very far from agreeing with you. I am saying that if you keep all other conditions the same, you will still see vast differences in the ease of understanding mathematics. This is borne out both by science - there is strong consensus that intelligence is highly heritable, and everybody's experience.
So even if we limit "aptitude" to a strictly genetic sense, it will still explain most of the difference in math ability at 7. All other factors related to growing up will add up to less than half of that.
Regarding practice compensating for genetics, I am not talking about having more supportive parents or more demanding pre-school, I am talking about Asian level hardcore drilling. That can certainly make up for most of the difference, at least when it comes to basic mathematics. But that means that the concepts that a child with math aptitude will pick up in 5 minutes will take 5 hours of drilling for another child.
> This is borne out both by science - there is strong consensus that intelligence is highly heritable
That is again a simplification of reality, leaving out a lot of context and nuance.
1. You are right that research seems to indicate that intelligence is heritable, meaning that genetic factors play a role in individual differences in intelligence. Estimates of the heritability of intelligence typically range from 50% to 80%, depending on the study, age of the participants, and the methods used. I am guessing that this is where your "All other factors related to growing up will add up to less than half of that" remark comes from. However, that 50%-80% is in relation to the inheriting intelligence from the parents. It does not mean that it influence more than half of your intelligence. It also highly depends on the specific aspects of intelligence that is being measured.
2. If we are throwing in statements as borne out by science then you can't ignore that studies also show that factors such as education, nutrition, and socioeconomic status significantly impact cognitive development. In fact, some of the most critical periods for brain development occur in early childhood. Things like:
a) Prenatal environment: Factors such as maternal nutrition, stress levels, and exposure to toxins can affect fetal brain development.
b) Early childhood nutrition: Proper nutrition in the first few years of life is crucial for optimal brain development.
c) Stimulating environment: Exposure to a variety of experiences, toys, and learning opportunities in early childhood can enhance cognitive development.
d) Physical activity: Regular physical activity from an early age can promote brain health and cognitive function.
e) Parental interaction: The quality and quantity of interactions with caregivers, including talking, reading, and responsive care, significantly impact cognitive development from infancy.
f) I could go on for a while, but the picture should be clear enough.
Again, aptitude can be a thing. But all things considered, it is really not all that relevant when we are talking about the development of people and them learning things. Anyway, at this point your use of phrases like "cope" and a somewhat fatalistic view ("life isn’t fair") already suggests to me that you actually have no interest in actually expanding your view and scope on these matters. In fact, it could easily be seen as you arguing in bad faith. Which is ironic given we are talking about intelligence and aptitude to picking up things. So I suppose this reply is more for other people to read. I am certainly done with this conversation now. Regardless, have a good day :)
Of course it’s not fair, life isn’t fair. But the good news is that you can quite easily compensate for lack of aptitude with more work, and that is most definitely the case for mathematics, up to and including undergraduate level.
I grew up in Sweden where everyone goes to the same kind of pre-school, that does very little math teaching. Still, the difference in aptitude when we started school was significant. But we all know this.