What is 4Ms?
The symbol, 4Ms, has multiple meanings that reflect the aims of my research. First, "4Ms" means, well, forms. I am interested in understanding the interplay between two forms of information in the child's problem solving and reasoning; knowledge (i.e., internal representations) and physical artifacts (i.e., external representations). Second, I apply various forms of observation and analysis to better understand how external representations can be used and designed for enhancing thinking in mathematics and science. Finally, "4Ms" is a shorthand representation of our primary research model based on the four Ms: Mind, Matter, Motion, and Mathematics.
The 4-Ms Model
In the 4Ms Research Group, our concentration on the mind is centered around domain knowledge: its acquisition, organization, manipulation, and use by children and--to a lesser extent--adults. We seek to understand how the mind1 works as it interacts with matter2 in the physical world especially with external representations such as graphs, diagrams, gestures, drawings, and inscriptions. Rather than limit our focus on the products of the child's performance, we also observe and analyze their motions3 in order to make inferences about the nature of the processes involved in problem solving and reasoning. Finally, although we also examine these mind-matter-motion interactions in science, our main domain of inquiry is mathematics4.
Would you like to join the 4Ms Research Group?
The 4Ms Research Group is currently recruiting research assistants with various levels of research experience. If you are interested in understanding how children think about mathematics, the role of diagrams in mathematical and scientific reasoning, or simply would like to gain research experience and contribute to a dynamic research group, contact Reality Canty at rcanty1@uic.edu for information on how to apply.
The symbol, 4Ms, has multiple meanings that reflect the aims of my research. First, "4Ms" means, well, forms. I am interested in understanding the interplay between two forms of information in the child's problem solving and reasoning; knowledge (i.e., internal representations) and physical artifacts (i.e., external representations). Second, I apply various forms of observation and analysis to better understand how external representations can be used and designed for enhancing thinking in mathematics and science. Finally, "4Ms" is a shorthand representation of our primary research model based on the four Ms: Mind, Matter, Motion, and Mathematics.
The 4-Ms Model
In the 4Ms Research Group, our concentration on the mind is centered around domain knowledge: its acquisition, organization, manipulation, and use by children and--to a lesser extent--adults. We seek to understand how the mind1 works as it interacts with matter2 in the physical world especially with external representations such as graphs, diagrams, gestures, drawings, and inscriptions. Rather than limit our focus on the products of the child's performance, we also observe and analyze their motions3 in order to make inferences about the nature of the processes involved in problem solving and reasoning. Finally, although we also examine these mind-matter-motion interactions in science, our main domain of inquiry is mathematics4.
Would you like to join the 4Ms Research Group?
The 4Ms Research Group is currently recruiting research assistants with various levels of research experience. If you are interested in understanding how children think about mathematics, the role of diagrams in mathematical and scientific reasoning, or simply would like to gain research experience and contribute to a dynamic research group, contact Reality Canty at rcanty1@uic.edu for information on how to apply.
Upcoming Conferences Cognitive Science Society Jul 20-23, 2011 Boston, MA Paper deadline: February 1, 2011 Poster deadline: February 1, 2011 Diagrams Aug 9-11, 2010 Portland, OR Abstract deadline*: Jan 8, 2010 Paper deadline: Jan 18, 2010 Poster deadline: Feb 1, 2010 Society for Research in Child Development Mar 31 - Apr 2, 2011 Montreal, Quebec, Canada Paper deadline: Poster deadline: International Group for the Psychology of Mathematics Education July 10 - July 15, 2011 Middle East Technical University Ankara, Turkey Research Report Deadline: January 15, 2011 Short Oral Deadline: March 1, 2011 Poster Deadline: March 1, 2011 International Group for the Psychology of Mathematics Education at North America October 20 - October 23, 2011 University of Nevada, Reno Reno, Nevada Paper deadline: February 14, 2011 Poster deadline: February 14, 2011 UIC Student Research Forum [date] University of Illinois at Chicago Deadline: | Examples of Children's Diagrammatic Representations  Figure 1. A child constructs a schematic part-whole diagram that completely represents the multiplicative relationship, "nine monkeys living in five trees," but submits an incorrect solution, "46," because he used a count-all procedure which is prone to counting errors. Interestingly, although the diagram reflects the multiplicative structure of the problem, for this child, it does not support multiplicative composition procedures.  Figure 2. Solving the same problem as that shown in the example above, a different child uses a diagram that represents the number of monkeys and the number of trees as two variables that co-vary. Rather than have to re-construct the multiplicative structure of the problem, it is already presented in the graph. Unlike the previous example, the child does not have to count, add, or multiply to solve the problem because the diagram affords the use of conventional knowledge about coordinating variable values. Is one diagram better than the other? For what purposes? How might a child's knowledge impact the determination of a "better" diagram or even a "good" diagram? How might each provide windows of opportunity for promoting knowledge acquisition and conceptual development? For which knowledge and concepts? Together, how might these diagrams be coordinated to promote knowledge about the structure-function relations in external representations? These are some of the issues around external representation and knowledge that are being addressed by the 4Ms Research Group. | 4Ms Research Group Aikyu Canty Research Assistant Oak Park River Forest High School Oak Park, IL Reality S. Canty Principal Researcher Department of Psychology, UIC Susan R. Goldman Distinguished Professor of Psychology and Education, UIC Faculty Sponsor and Advisor Daniel Pak Undergraduate Research Assistant Elizabeth Rodriguez Volunteer Research Assistant |