© 2000

Mathematics Across Cultures

The History of Non-Western Mathematics

  • Helaine Selin

Part of the Science Across Cultures: The History of Non-Western Science book series (SACH, volume 2)

Table of contents

  1. Front Matter
    Pages i-xx
  2. Edwin J. Van Kley
    Pages 23-35
  3. James Ritter
    Pages 115-136
  4. Jacques Sesiano
    Pages 137-165
  5. Y. Tzvi Langermann, Shai Simonson
    Pages 167-188
  6. Thomas E. Gilsdorf
    Pages 189-203
  7. Michael P. Closs
    Pages 205-238
  8. Daniel Clark Orey
    Pages 239-252
  9. Walter S. Sizer
    Pages 253-287
  10. Jean-Claude Martzloff
    Pages 373-407

About this book


Mathematics Across Cultures: A History of Non-Western Mathematics consists of essays dealing with the mathematical knowledge and beliefs of cultures outside the United States and Europe. In addition to articles surveying Islamic, Chinese, Native American, Aboriginal Australian, Inca, Egyptian, and African mathematics, among others, the book includes essays on Rationality, Logic and Mathematics, and the transfer of knowledge from East to West. The essays address the connections between science and culture and relate the mathematical practices to the cultures which produced them. Each essay is well illustrated and contains an extensive bibliography. Because the geographic range is global, the book fills a gap in both the history of science and in cultural studies. It should find a place on the bookshelves of advanced undergraduate students, graduate students, and scholars, as well as in libraries serving those groups.


Counting Cultural Studies Europe History of Mathematics mathematics

Editors and affiliations

  • Helaine Selin
    • 1
  1. 1.Hampshire CollegeAmherstUSA

Bibliographic information

Industry Sectors
Finance, Business & Banking


`...the book is a worthwhile addition to the bookshelf of teachers of mathematics at any level. It provides a useful antidote to the notion that all mathematical ideas were developed in Western Europe and provides the teacher with a numerous example by which to convince students that, indeed, every culture has mathematics.'
Mathematical Reviews, 2002a