The Intelligence Quotient-math achievement link: evidence from behavioral and biological research

Because of mathematics' fundamental role in STEM-related achievements and occupations, the relationship between cognitive ability and mathematics attainment has attracted considerable attention. The present short paper draws on the latest literature on the relationship between mathematical performance and Intelligence Quotient (IQ). We also review recent genetics and neuroimaging findings to discuss the potential mechanisms underlying the link. Current data from behavioral studies provide solid evidence that IQ has shown its importance in mathematics learning. More research combining genetics and brain imaging is still expected to explore a potential 'gene-brain-cognition-educational achievement' pathway. Biological-level studies involving mathematics tutoring or reasoning training will guide educators to combine science with the art of teaching.