Dr. Macarena Larrain Jory
Professional Biography
- October 2024 – March 2025
Research scientist, Department of Mathematics Education Research, Friedrich-Alexander-University Erlangen-Nuremberg, Germany - Since October 2024
Lecturer, Institute for Mathematical Education, PH Freiburg, Germany - Since September 2024
Lecturer – Master’s thesis supervisor, Universidad Internacional de la Rioja, Spain - January 2022 – September 2024
Researcher and head of the DIAMAT project, Faculty of Education, Universidad de los Andes, Chile - 2022 – 2023
Research scientist, Institute for Mathematical Education, PH Freiburg, Germany - 2020 – 2021
Consultant in research projects, Universidad de Chile - 2017 – 2020
PhD in Didactics of Mathematics with the thesis ‘Fostering and measuring preservice primary teachers’ diagnostic competences in mathematics’, University of Hamburg, Germany - 2014 – 2017
Research scientist, Universidad de los Andes, Chile - 2011 – 2014
Research scientist, Universidad del Desarrollo, Chile - 2009 – 2011
Head of the primary school teaching degree programme, Universidad del Desarrollo, Chile - 2008
Teacher junior department (grades 3-6), Craighouse School, Chile - 2007 – 2008
Master of Arts in Special Educational Needs, University of Leeds, England - 2004 – 2006
Primary school teacher, Colegios Monte Tabor y Nazaret, Chile - 2004
Teaching degree in primary education and maths at lower secondary level – Diploma in Education, Pontificia Universidad Católica de Chile
Research interests
- Diagnostic competence of mathematics teachers
- Mathematics teachers’ noticing
- Knowledge and competence domains of mathematics teachers
- Digital and formative assessment
- Understanding-based assessment
- Development of mathematical competences of primary school children
- DIAMAT 5-8: Development and validation of an instrument for the assessment of mathematical learning for students in 5th to 8th grade
- TaiGer Noticing: Taiwanese-German Research Programme on Cultural Influences on Mathematics Education
- MaCo: Catching up on maths after corona – understanding the basics of variables, terms and equations
- Change on Teachers’ Pedagogical Competencies and the Sustainability of Change: A Study of Chilean Professional Development Programs in Mathematics
- DIAMAT K-4: Development and validation of an instrument to assess the mathematical learning of preschool and primary school children
Publications
Monographs
Larrain Jory, M. (2021). Preservice Primary Teachers’ Diagnostic Competences in Mathematics: Assessment and Development. Springer Spektrum, Wiesbaden. https://doi.org/10.1007/978-3-658-33824-4
Articles and Book Contributions with Peer-Review
Saadati, F., Larrain, M., Bastian, A., Felmer, P., & Kaiser, G. (2024). Adapting German instruments and validating their use to measure Chilean mathematics teachers’ professional competence. Journal of Curriculum Studies, 1–19. https://doi.org/10.1080/00220272.2024.2322494
Hoth, J., Larrain, M. & Kaiser, G. (2022). Identifying and dealing with student errors in the mathematics classroom: Cognitive and motivational requirements. Frontiers in Psychology, 13(1057730). https://doi.org/10.3389/fpsyg.2022.1057730
Benecke, K., Heinrichs, H., Larrain, M. (2022). Assessing Primary and Secondary School Teachers’ Diagnostic Competence for Dealing with Students’ Errors. In: N. Buchholtz, B. Schwarz, K. Vorhölter, (Eds) Initiationen mathematikdidaktischer Forschung. Springer Spektrum, Wiesbaden. https://doi.org/10.1007/978-3-658-36766-4_9
Larrain, M., & Kaiser, G. (2022). Interpretation of students’ errors as part of the diagnostic competence of pre-service primary school teachers. Journal für Mathematik-Didaktik, 43(1), 39-66. https://doi.org/10.1007/s13138-022-00198-7
Larrain, M., & Kaiser, G. (2019). Analysis of students’ mathematical errors as a means to promote future primary school teachers’ diagnostic competence. Uni-pluriversidad, 19(2), 17-39. https://doi.org/10.17533/udea.unipluri.19.2.02
Larrain, M., Navarro, M., Buraschi, M., Torres, I. & Muñoz, K. (2018) Development and Validation of an Item-bank for an Adaptive Computer-based Test Assessing K-4 Students’ Mathematical Competence. International Journal of Innovation in Science and Mathematics Education, 26(1), 1-15.
Fan, L. P., Retamal, I. G., Larraín, M., & Vargas, C. (2018). La formación inicial de profesores en Chile: ‘Voces’ de la comunidad chilena de investigación en educación matemática. Uniciencia, 32(1), 68-88.
Larrain, M. (2016). Comprensión del razonamiento matemático de los estudiantes: una práctica pedagógica inclusiva. UNIÓN: Revista Iberoamericana de Educación Matemática, 45, 152-161.
Conferences
Kaiser, G., Scheiner, T., Ayalon, M., Kosko, K. W., Kersting, N. B., Fernández, C., Superfine, A.C., Walkoe, J., Bastian, A., Hoth, J., Larrain, M. & Yang, X. (2023). Innovative research approaches to mathematics teacher noticing. In Proceedings of the 46th conference of the International Group for the Psychology of Mathematics Education: 103–104, Vol. 1, Haifa, Israel: University of Haifa.
Friesen, M., Helliwell, T., Casi, R., Ebbelind, A., Fauskanger, J., Ivars, P., Larrain, M. & Samková, L. (2023). An introduction to TWG18: Building bridges between different perspectives: Emerging themes from international research into mathematics teacher education and professional development. In Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). Alfréd Rényi Institute of Mathematics; Budapest, Hungary. diva2:1832848
Friesen, M., Kapp, F., Barzel, B., Dreher, A., Holzäpfel, L., Larrain, M., … & Hiemenz, A. (2023). Online professional development for teaching algebra: Towards the design of an asynchronous, adaptive self-learning module. In Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). Alfréd Rényi Institute of Mathematics; Budapest, Hungary. ⟨hal-04421614⟩
Fauskanger, J., Ebbelind, A., Friesen, M., Samková, L., Helliwell, T. & Larrain, M. (2022) Introduction to the Thematic Working Group 18: International perspectives on mathematics teacher education and professional development: Current and emerging research. In Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Bozen-Bolzano, Italy. ⟨hal-03808735⟩
Larrain, M., & Kaiser, G. (2022). What can be causing this error? – Preservice primary school teachers’ interpretations of students’ errors. In Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). Bozen-Bolzano, Italy. ⟨hal-03744270⟩
Larrain, M., Paul, J., Lindmeier, A., Hsieh, F. J., Wang, T. Y., & Dreher, A. (2022). Fruit salad algebra–A comparison of experts’ and mathematics teachers’ noticing. In C. Fernández, S. Llinares, A. Gutiérrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, p. 251). PME.
Larrain, M. (2019). Diagnostic competence of future primary school teachers hypothesizing about causes of students’ errors. In: U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. (pp. 3426 – 3434). Utrecht: Freudenthal Group & Freudenthal Institute, Utrecht University & ERME. ⟨hal-02422570⟩
Larrain M. (2018) Development of the diagnostic competence of pre-service primary teachers – first results of an empirical study in Chile. In: Fachgruppe Didaktik der Mathematik der Universität Paderborn (Eds.), Beiträge zum Mathematikunterricht (pp. 1139 – 1142). Münster: WTM-Verlag. http://dx.doi.org/10.17877/DE290R-19499
Kaiser, G. & Larrain, M. (2015) Professional knowledge of future primary teachers – how can diagnostic competence be fostered? In P. Scott & A. Ruiz (Eds.), Educación Matemática en las Américas: 2015. Volumen 17: Talleres y minicursos (pp. 300-307). Dominican Republic: CIAEM.
Other publications
Reyes, C., Dissett, L., Gormaz, R, Ortiz, A., Larrain, M. & Zanocco, P. (2013). Geometría. Recursos para la formación inicial de profesores. Santiago de Chile: SM.
Professional Development Courses for Teachers
- 2015 – 2017 Mathematics: Difficulties, Diagnosis and Intervention
- 2015 – 2016 Development of students’ numerical and algebraic thinking
- 2015 Problem solving in mathematics classrooms
- 2014 Understanding fractions: Principles and Applications
- 2014 Universal Design for Learning: classroom applications
- 2013 Learning and learning difficulties: Theorie, Diagnosis and Intervention
Scholarly Contributions
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- Invited reviewer:
- Frontiers in Education
- Journal of Mathematics Teacher Education (JMTE)
- PNA Revista de investigación en Didáctica de la Matemática
- International Journal of Innovation in Science and Mathematics Education (IJISME)
- Humanities and Social Sciences Communications
- Congress of the European Society for Research in Mathematics Education (CERME)
- Consejo Nacional de Educación – Chile. Project evaluator. [2020]
- Comisión Nacional de Investigación Científica y Tecnológica (CONICYT) – Evaluator FONDECYT research projects [2018 – 2019]
- Leadership:
- Co-leader of the Thematic Working Group TWG18: Mathematics Teacher Education and Professional Development – Congress of the European Society for Research in Mathematics Education (CERME), [2021-2023]
- Invited reviewer: