Professional Background

Training

Memberships

Gesellschaft für empirische Bildungsforschung (GEBF)
(Society for empirical educational research)

Gesellschaft für Didaktik der Mathematik (GDM)
(Society of Didactics of Mathematics)

Please note, that a Bachelor Thesis will only be supervised, when there already has been a prior supervision to an exam in form of an academic paper.

In the winter semester of 2019/20:

• Lecture: Forschung und Entwicklung in pädagogischen Handllungsfeldern am Beispiel frühkindlicher Bildung (Research and Development in fields of paedogogik action on the example of early childhood education)
  Thursday 12:00-14:00, HS 2, Lecturenumber.:121060
• Seminar: Forschung als Antrieb für die Entwicklung in pädagogischen Handlungsfeldern am Beispiel frühkindlicher und schulischer BIldung (Research as impetus for developmenti n fields of paedogogik action on the example of early childhood education)
  Thursdays 10:00-12:00, JK 25/130, Lecturenumber: 122066
• Colloquium Early Childhood Education:
  06.12.19 and 07.02.20, J 24/22, Lecturenumber.: 121508
  
  

In the summer semester of 2019:

• Ausgewählte Konzepte (Seminar C): Heterogenität und Bildung im Handlungsfeld Kindertageseinrichtung (Gruppe A)
  (Selected concepts (seminar C): Heterogeneity and education in the field of early childhood care (Group A))

• Ausgewählte Konzepte (Seminar C): Heterogenität und Bildung im Handlungsfeld Kindertageseinrichtung (Gruppe B)
  (Selected concepts (seminar C): Heterogeneity and education in the field of early childhood care (Group B)
  
  

Im the winter semester of 2018/19:

• Bereichsspezifische Lernangebote in Kindertageseinrichtungen - Herausforderungen und Grenzen
  (Area specific learning opportunities in Childrens's day care centers - challenges and limits)

• Aus- und Weiterbildung von frühpädagogischen Fachkräften (aus bereichsspezifischer Perspektive)
  (Initial and continuing education of early childhood educators (from an area specific perspektiv)

Interests in Research

Structure and development of Competencies of Early Childhood Educators

Mathematical Education of children in the range of age from 0 to 6 years

Action-oriented and video-based assessment of competencies

Projects

FrühMaNawi – Learning Opportunities for early Mathematics and Science Education in training of early Childhood Educators

Because of the increased significance of mathematics and science education in children's day care centers in Germany, new challenges have arisen. These occure for the early childhood educators, who are active in children's day care centers, as well as for their training in german Fachschulen and Fachakademien (technical schools and technical academies). Until now there has only been little research about the extent to which pre-service early childhood educators get prepared to accompany children in their learning in the fields of mathematics and science. There also is a lack in reliable data for the questions if and how early childhood educators become prepared in their training for these new tasks. Within this project we explore which content and to which extent mathematics and science education occure in early childhood educator training and which experiences and interests teachers for early childhood educators have in regards to mathematic and science education.

Participants of the project: Dr. Julia Barenthien, IPN Kiel (Department for didactics of mathematics)

Operational time: 2018-2020

ProMath – Professional mathematical knowledge of early childhood educators

All in all there is consens, that mathematics competence is of importance for early childhood educators in order to accompany children in their learning of mathematics. However, there is a lack of clarity in regards to the question in which quantity and quality mathematical competence is needed. Through the means of a Roundtable Discussion with people who research mathematics didactics, work in training of early childhood educators and are early childhood educators we will try to clarify different positions and give impulses for the theoretical and empirical discourse.

Participants of the project: Dr. Lars Jenßen (Humboldt-Universität zu Berlin, learning area mathematics in elementary school)

Operational time: 2019-2020

Dunekacke, S., Grüßing, M., & Heinze, A. (2018). Is Considering Numerical Competence Sufficient? The Structure of 6-Year-Old Preschool Children’s Mathematical Competence. In C. Benz, A. S. Steinweg, H. Gasteiger, P. Schöner, H. Vollmuth, & J. Zöllner (Eds.), Mathematics Education in the Early Years: Results from the poem3 conference. [S. 145-157]: Springer.

Blömeke, S., Dunekacke, S., & Jenßen, L. (2017). Cognitive, educational and psychological determinants of prospective preschool teachers’ beliefs. European Early Childhood Education Research Journal, 5(4), 1–19. https://doi.org/10.1080/1350293X.2017.1380885

Blömeke, S., Jenßen, L., Grassmann, M., Dunekacke, S., & Wedekind, H. (2017). Process mediates structure: The relation between preschool teacher education and preschool teachers’ knowledge. Journal of Educational Psychology, 109(3), 338–354. https://doi.org/10.1037/edu0000147

Dunekacke, S., Jenßen, L., Eilerts, K., & Grassmann, M. (2017). Operationalisierung des mathematikbezogenen Wissens angehender frühpädagogischer Fachkräfte. In S. Schuler, C. Streit, & G. Wittmann (Eds.), Perspektiven mathematischer Bildung im Übergang vom Kindergarten zur Grundschule (S. 207–222). Wiesbaden: Springer Fachmedien Wiesbaden.

Dunekacke, S. (2016). Mathematische Bildung in Alltags und Spielsituationen begleiten – Handlungsnahe Erfassung mathematikdidaktischer Kompetenz angehender frühpädagogischer Fachkräfte durch die Bearbeitung von Videovignetten. Berlin. Retrieved from http://edoc.hu-berlin.de/dissertationen/dunekacke-simone-2016-01-06/PDF/dunekacke.pdf

Dunekacke, S., Jenßen, L., Eilerts, K., & Blömeke, S. (2016). Epistemological beliefs of prospective preschool teachers and their relation to knowledge, perception, and planning abilities in the field of mathematics: A process model. ZDM, 48(1-2), 125–137. https://doi.org/10.1007/s11858-015-0711-6

Dunekacke, S., Jenßen, L., & Blömeke, S. (2015a). Mathematikdidaktische Kompetenz von Erzieherinnen und Erziehern: Validierung des KomMa-Leistungstest durch die videogestützte Erhebung von Performanz. Zeitschrift Für Pädagogik. (61), 80–98.

Dunekacke, S., Jenßen, L., & Blömeke, S. (2015b). Effects of Mathematics Content Knowledge on Pre-school Teachers’ Performance: A Video-Based Assessment of Perception and Planning Abilities in Informal Learning Situations. International Journal of Science and Mathematics Education, 13(2), 267–286. https://doi.org/10.1007/s10763-014-9596-z

Jenßen, L., Dunekacke, S., Eid, M., & Blömeke, S. (2015). The Relationship of Mathematical Competence and Mathematics Anxiety. Zeitschrift Für Psychologie, 223(1), 31–38. https://doi.org/10.1027/2151-2604/a000197

Dunekacke, S. (2012). Mit welchen mathematischen Themen sich schon Krippenkinder beschäftigen! KiTa aktuell. Niedersachsen, Schleswig-Holstein, Hamburg, Bremen. 20 (5).