Publications
Select Refereed Journal Articles
Andrà, C., Amico, A., Scalvini, C., Doria, L., Liljedahl, L., & Pezzutto, M. (2023). A method for meta-reviews of research unfolding the unavoidable systemic nature of affect. Quadrante: Revista de Investigação em Educação Matemática. https://doi.org/10.48489/quadrante.31565
Muir, T. & Liljedahl, P. (2023). From whiteboard work to random groups, these simple fixes could get students thinking more in maths lessons. The Conversation, May 31, 2023. https://theconversation.com/from-whiteboard-work-to-random-groups-these-simple-fixes-could-get-students-thinking-more-in-maths-lessons-203059
Pocalana, G., Ornella, R., & Liljedahl, P. (2023). Inquiry Activities are not for Everyone: Teachers’ Beliefs and Professional Development. International Journal of Mathematical Education in Science and Technology, 54(8), 1557-1580, DOI: https://doi.org/10.1080/0020739X.2023.2176795
Liljedahl, P., Andrà, C., Rouleau, A., & Di Martino, P. (2023). Teacher Tensions: Managed or Resolved. International Journal of Mathematical Education in Science and Technology, 54(8), 1664-1680 DOI: https://doi.org/10.1080/0020739X.2023.2190328
Shure, V. & Liljedahl, P. (2024). The Use of a Scripting Task as a Window into How Pre-Service Teachers Envision Teacher Moves for Supporting Student Reasoning. Journal of Mathematics Teacher Education, 27., 411-440. https://doi.org/10.1007/s10857-023-09570-x
Larsen, J. & Liljedahl, P. (2022). Building Thinking Classrooms Online: From Practice to Theory and Back Again. Adults Learning Mathematics: An International Research Journal.
Liljedahl, P. (2022). Innovation in the Teaching Mathematics: Rethinking the Foundational Principles that Underpin Teaching. Proceedings of the Singapore National Academy of Science, 6(1). https://doi.org/10.1142/S2591722622400014
Brunetto, D., Bernardi, G., Andrà, C., & Liljedahl, P. (2022). Covid-19 Pandemic as a Breach into Teachers’ Affective System. Educational Studies in Mathematics, 110(65-81). https://doi.org/10.1007/s10649-021-10107-3
Parhizgar, Z., Dehbashi, A., Liljedahl, P., & Alamolhodaei, H. (2021). Exploring Students’ Misconceptions of the Function Concept Through Problem-Posing Tasks and Their Views Thereon. International Journal of Mathematical Education in Science and Technology. DOI: https://doi.org/10.1080/0020739X.2021.1937732
Liljedahl, P. & Cai, J. (2021). Empirical Research on Problem Solving and Problem Posing: A Look at the State-of-the-Art. ZDM: The International Journal on Mathematics Education, 53(4), 723-735. https://doi.org/10.1007/s11858-021-01291-w
Liljedahl, P., Clarke, A., & Morrison, N. (2021). Building Thinking Classrooms: A Conversation with Dr. Peter Liljedahl. Journal of Mathematics Education at Teachers College, 21(1), 1-7.
Mellone, M., Pacelli, T., & Liljedahl, P. (2021). Cultural Transposition of Thinking Classroom: To Conceive Possible Unthoughts in Problem Solving Activity in Mathematics Education. ZDM: The International Journal on Mathematics Education, 53(4), 785-798. https://doi.org/10.1007/s11858-021-01256-z
Pruner M. & Liljedahl, P. (2021). Collaborative Problem Solving in Choice-Rich Environments. ZDM: The International Journal on Mathematics Education, 53(4), 753-770. https://doi.org/10.1007/s11858-021-01232-7
Liljedahl, P. & Larsen, J. (2021). Building Thinking Classrooms Online: A Closer Look at The Types of Tasks we Use. Virginia Mathematics Teacher, 47(1), 8-14.
Liljedahl, P., Rösken, B., & Rolka, K. (2021). Changes to Pre-Service Elementary Teachers’ Beliefs about Mathematics and the Teaching and Learning of Mathematics: How and Why. Journal of Adult Learning, Knowledge and Innovation. https://doi.org/10.1556/2059.03.2019.09
Select books
Liljedahl, P. & Giroux, M. (2024). Mathematics tasks for the Thinking Classroom: K-5. Thousand Oaks, CA: Corwin Press Inc.
Chamberlin, S., Liljedahl, P., & Savić, M. (2022). Mathematical Creativity: A Developmental Perspective. New York, NY: Springer.
Liljedahl, P. (2021). Modifying Your Thinking Classroom for Different Settings: A Supplement to Building Thinking Classrooms in Mathematics. Thousand Oaks, CA: Corwin Press Inc.
Liljedahl, P. (2021). Building Thinking Classrooms in Mathematics (Grades K-12): 14 Teaching Practices for Enhancing Learning. Thousand Oaks, CA: Corwin Press Inc.
Felmer, P., Liljedahl, P., & Koichu, B. (eds.) (2019). Problem Solving in Mathematics Instruction and Teacher Professional Development. New York, NY: Springer.
Liljedahl, P. & Santos-Trigo, M. (eds.) (2019). Mathematical Problem Solving: Current Themes, Trends, and Research. New York, NY: Springer.
Select Refereed Book Chapters
Liljedahl, P. (2023). Flow and Variation Theory: Powerful Allies in Creating and Maintaining Thinking in the Classroom. In R. Leikin (ed.) Mathematical Challenges for All, pp. 539-563. New York, NY: Springer.
Liljedahl, P. (2022). Group Creativity. In S. Chamberlin, P. Liljedahl, & M. Savić (eds.) Mathematical Creativity: A Developmental Perspective, pp. 173-195. New York, NY: Springer.
Rott, B., Schindler, M., Baumans, L., Joklitschke, J., & Liljedahl, P. (2022). Creativity in Mathematics: An Overview of More Than 100 Years of Research. In S. Chamberlin, P. Liljedahl, & M. Savić (eds.) Mathematical Creativity: A Developmental Perspective, pp. 15-26. New York, NY: Springer.
Chamberlin, S., Liljedahl, P. & Savić, M. (2022). Organizational Framework for Book and Conceptions of Mathematical Creativity. In S. Chamberlin, P. Liljedahl, & M. Savić (eds.) Mathematical Creativity: A Developmental Perspective, pp. 41-54. New York, NY: Springer.
Joklitschke, J., Baumans, L., Rott, B., Schindler, M., & Liljedahl, P. (2022). Literature Review on Empirical Findings on Creativity in Mathematics among Secondary School Students. In S. Chamberlin, P. Liljedahl, & M. Savić (eds.) Mathematical Creativity: A Developmental Perspective, pp. 81-104. New York, NY: Springer.
Liljedahl, P. & Allan, D. (2021). Studenting: the behavior, the psychology, and the possibility. In B. Pieronkiewicz (ed.), Different Perspectives on Transgressions in Mathematics and its Education, pp. 179-206. Towarzystwo Autorów i Wydawców Prac Naukowych Universitas.
Czarnocha, B. & Liljedahl, P. (2021). Illuminating Aha! Moments: Relationships among Cognition, Affect, and Conation. In B. Czarnocha & W. Baker (eds.) Creativity of an Aha! Moment and Mathematics Education, pp. 271-298. Boston, MA: Brill.
Liljedahl, P. & Andrà, C. (2021). Emotions and Learning. In C. Andrà, D. Brunetto, & F. Martignone (eds.) Theorizing and Measuring Affect in Mathematics Teaching and Learning, pp. 3-10. New York, NY: Springer.
Rouleau, A., Ruiz, N., Reyes, C., & Liljedahl, P. (2019). Changing Beliefs: The Case of First-person Vicarious Experiences. In Felmer, P., Liljedahl, P. & Koichu, B. (eds.) Problem Solving in Mathematics Instruction and Teacher Professional Development, pp. 203-218. New York, NY: Springer.
Rouleau, A., Liljedahl, P., Ruiz, N., & Reyes, C. (2019). Examining Sources of Self-Efficacy in Whole-Class Problem-Solving. In Felmer, P., Liljedahl, P. & Koichu, B. (eds.) Problem Solving in Mathematics Instruction and Teacher Professional Development, pp. 219-239. New York, NY: Springer.
Liljedahl, P. (2019). The International Journal of Science and Mathematics Education: A Beginner's Guide to Writing for Publication. In G. Kaiser & N. Presmeg, N. (eds.) Compendium for Early Career Researchers in Mathematics Education, pp. 407-424. New York, NY: Springer.
Liljedahl, P. (2019). Conditions for Supporting Problem Solving: Vertical Non-Permanent Surfaces. In P. Liljedahl & M. Santos-Trigo (eds.) Mathematical Problem Solving: Current Themes, Trends, and Research, pp. 289-310. New York, NY: Springer.
Liljedahl, P. & Santos-Trigo, M. & (2019). Conclusion. In P. Liljedahl & M. Santos-Trigo (eds.) Mathematical Problem Solving: Current Themes, Trends, and Research, pp. 361-362. New York, NY: Springer.
Santos-Trigo, M. & Liljedahl, P. (2019). Introduction. In P. Liljedahl & M. Santos-Trigo (eds.) Mathematical Problem Solving: Current Themes, Trends, and Research, pp. vii-xi. New York, NY: Springer.
Liljedahl, P. (2019). Accounting-of and accounting-for the engagement of teachers and teaching. In M. Hannula, G. Leder, F. Morselli, M. Vollstedt, & Q. Zhang (eds.) Affect and Mathematics Education - Fresh Perspectives on Motivation, Engagement and Identity, pp. 309-320. New York, NY: Springer.
Liu, M. & Liljedahl, P. (2019). Flow and modelling. In B. Shriraman & S. Chamberlin (eds.) Affect and Mathematical Modeling, pp. 273-295. New York, NY: Springer.
Parhizgar, Z. & Liljedahl, P. (2019). Teaching modeling problems and its effects on students’ attitude toward mathematics and engagement. In B. Shriraman & S. Chamberlin (eds.) Affect and Mathematical Modeling, pp. 235-256. New York, NY: Springer.
Liljedahl, P. (2018). Affect as a system: The case of Sara. In B. Rott, G. Törner, J. Peters-Dasdemir, A. Möller, & Safrudiannur (eds.) Views and Beliefs in Mathematics Education: The Role of Beliefs in the Classroom, pp. 21-32. New York, NY: Springer.
Liljedahl, P. (2018). Building thinking classrooms. In A. Kajander, J. Holm, & E. Chernoff (eds.) Teaching and learning secondary school mathematics: Canadian perspectives in an international context, pp. 307-316. New York, NY: Springer.
Liljedahl, P. (2018). On the edges of flow: Student problem solving behavior. In S. Carreira, N. Amado, & K. Jones (eds.), Broadening the scope of research on mathematical problem solving: A focus on technology, creativity and affect, pp. 505-524. New York, NY: Springer.