Publications (Hoffkamp)

  • Bescherer, C., Hoffkamp, A.: Arithmetic—Rich and Routine. Feature Article, *Teaching Mathematics* 256, 2026, pp. 2–7.
  • Casagrande, V., Hoffkamp, A.: Catching Up on Computation Skills—Assessment and Support in Everyday Classroom Practice. *Teaching Mathematics* 256, 2026, pp. 23–28.
  • Hoffkamp, A.: Understanding Mathematics Instruction—Finding Balance Amid Contradictions (Keynote Address at the GDM Annual Conference). To be published in: Contributions to Mathematics Instruction. WTM Verlag, 2025. [pdf]
  • Hoffkamp, A., Koch, K.: Academic Qualification of Second-Career Teachers in Mathematics—Challenges, Conditions for Success, and Desiderata. In : A. Gehrmann, P. Germer:

    Teacher Shortage in International Perspectives: Insights and Responses. Non-Traditional Pathways to the Teaching Profession, Springer VS, 2025, pp. 181–194. [Open Access PDF]

  • Hoffkamp, A., Lensing, F.: The Principle of Permanence. Basic Article, *mathematik lehren*, 246, 2024, pp. 2–7.
  • Hoffkamp, A., Schröder, M.: Developing the Chain Rule and Product Rule. How Considerations of Permanence Can Help. *mathematik lehren*, 246, 2024, pp. 40–47.
  • Nickolaus, L., Hoffkamp, A.: How Decimal Numbers Form Patterns. Mathewelt , Teaching Mathematics, 246, 2024, pp. 1–16.
  • Bescherer, C., Hoffkamp, A.: How Digital Tools (Can) Change Reasoning and Proof. In: G. Ambrus, J. Sjuts & É. Vásárhelyi (Eds.): Mathematics Education Insights from the Past and Present, WTM Verlag, 2024. pp. 205–218.
  • Bescherer, C., Degenhardt, L., Hoffkamp, A., Koch, K., Kraft, P., Rach, S., Regel, N., Schmitz, A., Schröder, M.: Working Group: University Mathematics Education in Dresden, Spring Conference, March 31–April 1, 2023. In : Communications of the Society for Mathematics Education (pp. 49–51), 115, 2023.
  • Herget, W., Hoffkamp, A., von der Bank, M.: Mathematics Education for Everyday Teaching—Practice-Oriented Contributions to a Constructive Approach to Subject Matter Didactics (Mini-Symposium). To be published in: Contributions to Mathematics Instruction. WTM Verlag, 2022. [pdf]
  • Hoffkamp, A.: Between Reduction and Intellectual Honesty in Schools in Socially Disadvantaged Neighborhoods. In: IDMI-Primar Goethe University Frankfurt (Eds.), Contributions to Mathematics Instruction. WTM Verlag, 2022, pp. 499–502. [pdf]
  • Bescherer, C., Hoffkamp, A. Reasoning and Proof Using Digital Tools. In: Pinkernell, G., Reinhold, F., Schacht, F., Walter, D. (eds.) Digital Teaching and Learning of Mathematics in Schools. Springer Spektrum, Berlin, Heidelberg, 2022.
    https://doi.org/10.1007/978-3-662-65281-7_15
  • Brugger, R., Ganter, B., Hoffkamp, A.: Math Science Communication without Words: Mathematics Adventure Land, Dresden. In: Hartkopf, A.M., Henning, E. (eds.) Handbook of Mathematical Science Communication. World Scientific Series on Science Communication: Volume 3, 2022.
    https://doi.org/10.1142/12747
  • Hoffkamp, A., Koch, K., Rose, H., Schöneburg-Lehnert, S., Geisler, S., Rach, S.: First Network Meeting of Central German Mathematics Education Specialists on the Topic of Lateral Entry into Mathematics Teacher Education. In: Bulletin of the Society for Mathematics Education (pp. 97–99), 111, August 2021.
  • Hoffkamp, A., Koch, K.: Lateral Entry as an Alternative Path to Undergraduate Teacher Education at TU Dresden. In Hans-Stefan Siller, Wolfgang Weigel, & Jan Franz Wörler (Eds.), Contributions to Mathematics Education 2020 (pp. 437–440). Münster: WTM-Verlag, 2020. [pdf]
  • Hoffkamp, A.: Feedback in Everyday Teaching. What It Offers, What Options Are Available, and How to Manage It. Fördermagazin Sekundarstufe, 3, 2020. Oldenburg Pädagogische Zeitschriften. [pdf]
  • Hoffkamp, A., Podemski, J.: Place Value Table App. Truly Understanding Place Values in Decimal Numbers. *mathematik lehren*, 215, 2019.
  • Kortenkamp, U., Hoffkamp, A.: Math in Your Pocket. Don’t Be Afraid of Apps and the Like in the Classroom. *Teaching Mathematics*, 215, 2019.
  • Hellwig, H., Hoffkamp, A.: “But That’s Not a Number!” Irrational Numbers in Lower Secondary School. Mathematics 5–10, 47, Friedrich Verlag, 2019.
  • Hoffkamp, A.: Unraveling the Complexity of Math Instruction Using Subject-Specific Pedagogical Principles—A Content-Based Pedagogical Discussion Using the Principle of Permanence as an Example. In: Contributions to Math Instruction, 2018. (pdf)
  • Hoffkamp, A.: Student-Centered Teaching—Feedback in Everyday Classroom Practice. In: MUED Newsletter, No. 206, 2018. (pdf)
  • Hoffkamp, A.: Progressive Subject-Specific Learning in Heterogeneous Classes. In: Contributions to Mathematics Education, WTM Verlag, 2017. [(pdf)]
  • Hoffkamp, A.: Solvable or Not? – An Algebraic Approach to Systems of Linear Equations, *mathematik lehren* (Special Issue “Algebra”), Issue 202, 2017.
  • Hoffkamp, A., Löhr, S.: Who Can Do What? Testing Number and Operational Understanding. A diagnostic test based on the KIWIS interview, *mathematik lehren* (special issue “Inclusion”), Issue 201, 2017.
  • Hoffkamp, A., Kaliski, J.: Percentages in the Interplay of Interconnection and Simplification—Teaching in Highly Heterogeneous Classes, *mathematik lehren* (Special Issue “Reduction—Getting to the Heart of Math”), Issue 200, 2017.
  • Co-author of: vom Hofe, Humpert, Griesel & Postel: Mathematics Today 7, Berlin/Brandenburg Edition, Textbook and Workbook, Schroedel, 2016.
  • Henning, A., Hoffkamp, A.: Describing Changes with Functions—Understanding Slope and Characteristic Points. *Teaching Mathematics*, Issue 199, 2016.
  • Hoffkamp, A., Löhr, S.: A Diagnostic Test for Understanding Numbers and Operations in Classes with a High Proportion of Students with Special Needs at the Beginning of Lower Secondary School. To be published in: Beiträge zum Mathematikunterricht, WTM Verlag, 2016. [(pdf)]
  • Hoffkamp, A.: Involving Students in School Development Processes—Preparing for Mathematics Instruction in Highly Heterogeneous Classes. In: Proceedings of the 4th Symposium of the Joint Commission on Teacher Education of the GDM, DMV, and MNU—Learning to Deal with Heterogeneity in Mathematics Instruction—Concepts and Perspectives for a Central Requirement in Teacher Education, 2017. [Preliminary version (pdf)] Springer Link
  • Hoffkamp, A., Löhr, S.: Diagnosing Number and Operational Understanding—Task Design Based on the KIWIS Diagnostic Interview for Working with Highly Heterogeneous Learning Groups in Lower Secondary School. Praxis der Mathematik in der Schule, Issue 70, 2016.
  • Hoffkamp, A.: Teaching Mathematics at a High-Risk School—Focusing on Subject Matter and Pedagogy. In: A. Feindt et al., *Lehren*, Friedrich Annual Issue 2016, Friedrich Verlag. [Preliminary version (PDF)]
  • Hoffkamp, A., Löhr, S., Rösken-Winter, B.: Intra-class Differentiation and Pedagogical Practice—Developmental Research at a High-Risk School. In: Contributions to Mathematics Instruction, WTM Verlag, 2015. [(pdf)]
  • Hoffkamp, A., Warmuth, E.: Dimensions of Mathematics Teaching and Their Implications for Mathematics Teacher Education. In: Proceedings of CERME 9, Prague, 2015. [(pdf)]
  • Hoffkamp, A.: Zooming In... Using the Function Microscope to Introduce the Concept of the Derivative. In: mathematik lehren, Issue 187, pp. 28–33, Friedrich Verlag GmbH, Seelze, 2014.
  • Hoffkamp, A., Paravicini, W., Schnieder, J.: Thinking and Working Strategies for Learning Mathematics at the Transition from High School to College. In Hoppenbrock, A., Biehler, R., et al., Teaching and Learning Mathematics in the Introductory Phase of University Studies—Challenges and Solutions, Springer Spektrum Verlag, 2015. [Preliminary version (pdf)] Springer-Link
  • Hoffkamp, A.: Focus on Content Didactics—The Example of Linear (In)dependence. In: Contributions to Mathematics Education, WTM Verlag, 2014. [(pdf)]
  • Henning, A., Hoffkamp, A.: The Analytical Step—Can Limits Be Made Tangible? In: *mathematik lehren*, No. 180, pp. 38–40, Friedrich Verlag GmbH, Seelze, 2013.
  • Hoffkamp, A., Kortenkamp, U., Seidel, S.: Guide on the Status of Introductory Mathematics Courses at Universities in Saxony-Anhalt and Proposals for Their Didactic and Methodological Design. Collaborative Project “Heterogeneity as a Quality Challenge in Teaching” (HET LSA), Saxony-Anhalt Science Center, Lutherstadt Wittenberg, September 2013. [(pdf)]
  • Hoffkamp, A., Schnieder, J., Paravicini, W.:Competency-Oriented Preparatory Course—Thinking and Work Strategies for Learning Mathematics. Extended Abstract. To be published in: Proceedings of the 2nd Workshop of the khdm, Paderborn, 2013.
  • Hoffkamp, A., Filler, A.: Subject Matter Expertise Meets Didactics—Jointly Shaping the Mathematical Training of Pre-service Teachers in the First Semesters. Extended Abstract. To be published in: Proceedings of the 2nd Workshop of the khdm, Paderborn, 2013.
  • Henning, A., Hoffkamp, A.: Developing Concepts of the Limit in Calculus Instruction. In: Contributions to Mathematics Education, WTM Verlag, 2013. [(pdf)]
  • Henning, A., Hoffkamp, A.: Developing an Intuitive Concept of the Limit When Approaching the Derivative Function. In: Proceedings of CERME 8, 2013, Antalya. [(pdf)]
  • Hoffkamp, A., Schnieder, J., Paravicini, W.: Mathematical enculturation—argumentation and proof at the transition from school to university. In: Proceedings of CERME 8, 2013, Antalya. [(pdf)]

  • Bescherer, C., Spannagel, C., Zimmermann, M., Hoffkamp, A., & Moll, G. Semiautomatic analysis of individual learning processes in mathematics—Final report of the subproject conducted by the Ludwigsburg University of Education as part of the BMBF program “University Research as a Contribution to the Professionalization of University Teaching—Future Workshop on University Teaching,” 2012.

  • Fest, A., Hoffkamp, A.: Exploring Functional Relationships in Computer-Supported Representation Transfer. In: Sprenger, J., Wagner, A., & Zimmermann, M. (Eds.): Learning, Representing, Interpreting, and Understanding Mathematics. Perspectives on Learning Mathematics from Kindergarten to Higher Education, Wiesbaden, Springer Spektrum, 2012, pp. 175–189. [Preprint (pdf)], Springer Link
  • Hoffkamp, A.: Workshops for College Mathematics Instructors—Key Concerns and Concrete Solutions in Standard Situations. Extended abstract of the presentation at the GDM Working Group on University Mathematics Education, Mitteilungen der Gesellschaft für Didaktik der Mathematik, Issue 93, July 2012, pp. 59–60. [PDF]
  • Hoffkamp, A.: Key Concerns of College Instructors—Experiences and Findings from Workshops on College Mathematics Education. Contributions to Mathematics Education, WTM, 2012. [PDF]
  • Hoffkamp, A.: Development of Qualitative and Content-Based Notions of Concepts in Analysis through the Use of Interactive Visualizations—Design Principles and Empirical Results, Dissertation, TU Berlin, 2011. [pdf]
  • Fest, A., Hiob-Viertler, M., Hoffkamp, A.: An Interactive Learning Activity for the Formation of the Concept of Function Based on Representational Transfer. The Electronic Journal of Mathematics & Technology, Vol. 5, No. 2, June 2011 [preliminary version (pdf)]
  • Hoffkamp, A. and Moll, G.: Professional Development for College Instructors and Tutors on Student-Centered Course Designs in Mathematics Education. In: Contributions to Mathematics Education, WTM Verlag, 2011. [(pdf)]
  • Hoffkamp, A.: The Use of Interactive Visualizations to Foster the Understanding of Concepts of Calculus—Design Principles and Empirical Results. Zentralblatt für Didaktik der Mathematik, Vol. 43, No. 3, 2011, pp. 359–372. [preliminary version (pdf)]
  • Hoffkamp, A.: Dynamic Representation Transfer for Functions: An Approach to Concepts in Analysis. Praxis der Mathematik in der Schule, Issue 38/53rd year, Aulis Verlag, 2011, pp. 14–19.
  • Hoffkamp, A.: The Use of Interactive Visualizations to Foster the Understanding of Concepts of Calculus—Design Principles and Empirical Results. In: Proceedings of I2GEO 2010, Hluboká nad Vltavou, Czech Republic, 2010. (received best paper award)
  • Fest, A., Hiob-Viertler, M., Hoffkamp, A.: An Interactive Learning Activity for the Formation of the Concept of Function Based on Representational Transfer. In: Proceedings of CADGME 2010, Hluboká nad Vltavou, Czech Republic, 2010.
  • Hoffkamp, A.: Empirical Findings and New Design Principles for a Content-Based Approach to Calculus Using Computers. In: Contributions to Mathematics Education 2010, WTM Verlag. [(pdf)]
  • Hoffkamp, A.: Supporting Functional Thinking with Computers—Empirical Studies in the Context of Introductory Calculus Instruction. In: On the Future of Calculus Instruction Against the Background of the Availability of New Media (and Tools). Report on the 27th Workshop of the “Mathematics Education and Computer Science” Working Group of the GDM, held September 25–27, 2009, in Soest. Franzbecker Verlag. [Preprint (pdf)]
  • Hoffkamp, A.: Functional Thinking and Introductory Analysis—A Contribution to a Qualitative Introduction to High School Analysis through the Use of Computers. Computer Algebra Newsletter, No. 45, pp. 27–29, 2009. [Preprint (PDF)]
  • Hoffkamp, A.: Dynamized Representational Transfer and Metavariation—An Approach to Promoting Functional Thinking Through the Use of Computers. In: Contributions to Mathematics Education 2009, WTM Verlag. [(pdf)]
  • Hoffkamp, A.: Enhancing Functional Thinking Using the Computer for Representational Transfer. In: Proceedings of CERME 6, Lyon, 2009. [(pdf)]
  • Hoffkamp, A.: How Can Dynamic Geometry Software Be Used to Promote Functional Thinking? In: Contributions to Mathematics Education 2008, WTM Verlag.
  • Hoffkamp, A.: Promoting Functional Thinking Through the Use of Dynamic Geometry Software. To be published in: Tasks Involving the Use of Technology, Report on the 25th Workshop of the Working Group “Mathematics Education and Computer Science” at the GDM, September 28–30, 2007, in Soest. Franzbecker Verlag.

Professor Deschauer’s publications can be found here.

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Kerstin Koch
Last modified: Jul 15, 2026