Arnold 1919, 21쪽 "By the same test zero surpasses all numbers in 'evenness.'"; Wong 1997, 479쪽 "Thus, the integer b000⋯000 = 0 is the most 'even.' Arnold, C. L. (January 1919), “The Number Zero”, 《The Ohio Educational Monthly》 68 (1): 21–22, 2010년 4월 11일에 확인함 Wong, Samuel Shaw Ming (1997), 《Computational Methods in Physics and Engineering》, World Scientific, ISBN978-981-02-3043-2
Compare Lichtenberg (1972, 535쪽) Fig. 1 Lichtenberg, Betty Plunkett (November 1972), “Zero is an even number”, 《The Arithmetic Teacher》 19 (7): 535–538, doi:10.5951/AT.19.7.0535
Lichtenberg 1972, 535–536쪽 "...numbers answer the question How many? for the set of objects ... zero is the number property of the empty set ... If the elements of each set are marked off in groups of two ... then the number of that set is an even number." Lichtenberg, Betty Plunkett (November 1972), “Zero is an even number”, 《The Arithmetic Teacher》 19 (7): 535–538, doi:10.5951/AT.19.7.0535
Lichtenberg 1972, 535–536쪽 "Zero groups of two stars are circled. No stars are left. Therefore, zero is an even number." Lichtenberg, Betty Plunkett (November 1972), “Zero is an even number”, 《The Arithmetic Teacher》 19 (7): 535–538, doi:10.5951/AT.19.7.0535
Lichtenberg 1972, 537쪽; compare her Fig. 3. "If the even numbers are identified in some special way ... there is no reason at all to omit zero from the pattern." Lichtenberg, Betty Plunkett (November 1972), “Zero is an even number”, 《The Arithmetic Teacher》 19 (7): 535–538, doi:10.5951/AT.19.7.0535
Lichtenberg 1972, 537–538쪽 "At a more advanced level ... numbers expressed as (2 × ▢) + 0 are even numbers ... zero fits nicely into this pattern." Lichtenberg, Betty Plunkett (November 1972), “Zero is an even number”, 《The Arithmetic Teacher》 19 (7): 535–538, doi:10.5951/AT.19.7.0535
Nuerk, Iversen & Willmes (2004, 851쪽): "It can also be seen that zero strongly differs from all other numbers regardless of whether it is responded to with the left or the right hand. (See the line that separates zero from the other numbers.)" Nuerk, Hans-Christoph; Iversen, Wiebke; Willmes, Klaus (July 2004), “Notational modulation of the SNARC and the MARC (linguistic markedness of response codes) effect”, 《The Quarterly Journal of Experimental Psychology A》 57 (5): 835–863, doi:10.1080/02724980343000512, PMID15204120, S2CID10672272
Nuerk, Iversen & Willmes (2004, 851쪽): "It can also be seen that zero strongly differs from all other numbers regardless of whether it is responded to with the left or the right hand. (See the line that separates zero from the other numbers.)" Nuerk, Hans-Christoph; Iversen, Wiebke; Willmes, Klaus (July 2004), “Notational modulation of the SNARC and the MARC (linguistic markedness of response codes) effect”, 《The Quarterly Journal of Experimental Psychology A》 57 (5): 835–863, doi:10.1080/02724980343000512, PMID15204120, S2CID10672272
Nuerk, Iversen & Willmes (2004, 851쪽): "It can also be seen that zero strongly differs from all other numbers regardless of whether it is responded to with the left or the right hand. (See the line that separates zero from the other numbers.)" Nuerk, Hans-Christoph; Iversen, Wiebke; Willmes, Klaus (July 2004), “Notational modulation of the SNARC and the MARC (linguistic markedness of response codes) effect”, 《The Quarterly Journal of Experimental Psychology A》 57 (5): 835–863, doi:10.1080/02724980343000512, PMID15204120, S2CID10672272
Ball, Lewis & Thames (2008, 15쪽) discuss this challenge for the elementary-grades teacher, who wants to give mathematical reasons for mathematical facts, but whose students neither use the same definition, nor would understand it if it were introduced. Ball, Deborah Loewenberg; Lewis, Jennifer; Thames, Mark Hoover (2008), “Making mathematics work in school”(PDF), 《Journal for Research in Mathematics Education》 M14: 13–44 and 195–200, 2010년 3월 4일에 확인함