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A timeline of numerals and arithmetic.
Principles of Hindu Reckoning is a mathematics book written by the 10th- and 11th-century Persian mathematician Kushyar ibn Labban. It is the second-oldest book extant in Arabic about Hindu arithmetic using Hindu-Arabic numerals, preceded by Kibab al-Fusul fi al-Hisub al-Hindi by Abul al-Hassan Ahmad ibn Ibrahim al-Uglidis, written in 952.
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Summa de arithmetica, geometria, proportioni et proportionalita is a book on mathematics written by Luca Pacioli and first published in 1494. It contains a comprehensive summary of Renaissance mathematics, including practical arithmetic, basic algebra, basic geometry and accounting, written for use as a textbook and reference work.
Zhang Qiujian Suanjing is the only known work of the fifth century Chinese mathematician, Zhang Qiujian. It is one of ten mathematical books known collectively as Suanjing shishu. In 656 CE, when mathematics was included in the imperial examinations, these ten outstanding works were selected as textbooks. Jiuzhang suanshu and Sunzi Suanjing are two of these texts that precede Zhang Qiujian suanjing. All three works share a large number of common topics. In Zhang Qiujian suanjing one can find the continuation of the development of mathematics from the earlier two classics. Internal evidences suggest that book was compiled sometime between 466 and 485 CE.
From Zero to Infinity: What Makes Numbers Interesting is a book in popular mathematics and number theory by Constance Reid. It was originally published in 1955 by the Thomas Y. Crowell Company. The fourth edition was published in 1992 by the Mathematical Association of America in their MAA Spectrum series. A K Peters published a fifth "Fiftieth anniversary edition" in 2006.
References
- ↑ Monroe, Walter S. (September 1912), "A Chapter in the Development of Arithmetic Teaching in the United States. III", The Elementary School Teacher, 13 (1): 17–24, JSTOR 993627 .
- ↑ Nietz, John A. (1967), "Evolution of old secondary-school arithmetic textbooks", The Mathematics Teacher, 60 (4): 387–393, JSTOR 27957584 .
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