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Those very simple numbers - even if the late and laborious advent of 0 shows that it is probably the most complex number - are not the key point of Caleb Everett's book. If numbers appear as a "mirror of culture", to transpose Rorty's words ([7]), we can easily see that our modern digital world, ruled by algorithms, defines not only our new frames of thinking, but ensures a strong and new domination I of i numbers. This stimulating book is interesting in many aspects, and raises a large number, if I may say so, of current issues regarding our sociological and anthropological relations to numbers. [Extracted from the article]

For a fresh account of the hows and whys of evolving number systems over the past 5500 years and on into the future, here's a book by cognitive anthropologist Stephen Chrisomalis. To accentuate this point, Chrisomalis observes that (p. 120):in southern India, although [a Western-like number system] was known very early there, it did not replace older notations. In an unusual children's book [[4]], mathematician Richard Evan Schwartz artistically depicts really big numbers using Western numerals embedded in recursive geometrical shapes. [Extracted from the article]

Therefore, if every element of HT ht is a number, then so is every element of HT ht . But what about the imaginary quantity HT ht ? In fact, every nonnegative integer-degree polynomial is equivalent to a polynomial of the form HT ht , for some real numbers HT ht and HT ht . [Extracted from the article]

Chrisomalis' principal material is the familiar and much-unloved Roman numeral system, which he stresses fell out of favor relatively suddenly after nearly two millennia of use. Second, the evidence suggests that Romans did not use Roman numerals for math; when they had to perform arithmetic calculations, they employed an abacus or counting board, only representing the result in Roman numerals. - which would be two entirely unrelated questions, for the same reasons explored by Stephen Chrisomalis in his new study of numeration systems, I Reckonings: Numerals, Cognition, and History i . [Extracted from the article]

Transdisciplinarity in Mathematics Education: Blurring Disciplinary Boundaries: Limin Jao and Nenad Radakovic (Eds.), The authors of these papers want to say they are doing mathematics education, but they do not want to be confined to mathematics; they want to create something else to which they can attach mathematics. The more it is transdisciplinary mathematics education it is less definable as mathematics education. In asking about these, I also ask myself what are the boundaries of mathematics education and even mathematics itself, for the blurriness of transdisciplinarity forces one to think about the blurriness of mathematics education. [Extracted from the article]

Reviews the book "Lukasiewicz Logics and Prime Numbers," by Alexander S. Karpenko.

Reviews the book 'Numbers: Their History and Meaning,' by Graham Flegg.

A review of the book "Numerical Notation: A Comparative History," by Stephen Chrisomalis is presented.

Reviews the book "Dewey Decimal Classification: A Study Manual and Number Building Guide," 21st ed., by Mona L. Scott.

Reviews the book 'History of Binary and Other Nondecimal Numeration,' by Anton Glaser.

Reviews the book "The Anthropology of Numbers," by Thomas Crump.

The article reviews the book "The One and Only 1, 2, 3 Book" by R. O. Blechman.

The article reviews the book "New Foundations in Mathematics: The Geometric Concept of Number" by Garret Sobczyk.

The article reviews the book "Lost in Lexicon: An Adventure in Words and Numbers," by Pendred Noyce.

The article reviews the book "One to Nine: The Inner Life of Numbers," by Andrew Hodges.

The article reviews the book "The Numerati," by Stephen Baker.

The article reviews the book "Perfect Figures: The Lore of Numbers and How We Learned to Count," by Bunny Crumpacker.

Reviews the book "The Triumph of Numbers: How They Shaped Modern Life," by I. Bernard Cohen.

Reviews three books about numbers. `Zero: The Biography of a Dangerous Idea,' by Charles Seife; `The Nothing That Is: A Natural History of Zero,' by Robert Kaplan; `The Universal History of Numbers,' by Georges Ifrah.

Reviews the book 'Numberplay,' by Gyles Brandreth.

Reviews the book 'Base Five,' by David A. Adler.

The article presents an insight on the book "Foundation Numeracy," by Ruth Rees and George Barr." The aim of the book is to develop an appreciation of number and its application in everyday life and also to build confidence in a student's ability to understand and apply mathematical principles. The book uses a minimum of simple text and incorporates plenty of worked examples and diagrams with the text. The author has also included tested exercises which has both computational and practical problems. Importance of estimation and the use of calculators and quick methods are suggested where appropriate. This book has been written with the needs of the City and Guilds Numeracy Level 1 course in mind but it will provide a second revision or remedial course for students in school, further education or adult education. This book is the result of author's research into mathematical learning and provides a fresh start in mathematics for students of all ages. It is a good traditional text with questions in the text and answers at the end of the book.