My PhD deals with young children's knowledge in numbers representation before schooling and after the first year in school. Specifically, the research focuses on two aspects of representations: manipulation and symbols, at thea production and identification levels.

The main results show that children come to school with the understanding that numbers represent quantities and that this understanding may be impacted, depending on the manipulations teachers use at school.

email: markn@macam.ac.il

Recent Publications

• Mark-Zigdon, N., & Tirosh, D., (2008). What Counts and What Does Not Count As Legitimate Arithmetic Number Sentences: The Case of Kindergarten and First Grade Children. In J. J. Kaput , M. Blanton, & D. Carraher (Eds.), Algebra in the Early Grades (pp. 201-210). Hillsdale, NY: Lawrence Erlbaum Associates.
• Mark-Zigdon, N., & Tirosh, D., (2008). Kindergarten and First Graders' Knowledge of the Number Symbols. Recognition and Production. Focus on Learning Problems in Mathematics. 30 (1), 1-11.