# Book Chapters

Liljedahl, P. (in press). 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. (in press). 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. (in press). 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. (in press). 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. (in press). Flow and Variation Theory: Powerful Allies in Creating and Maintaining Thinking in the Classroom. In R. Leikin (ed.) Research in Mathematics Education on the Mathematical Challenges. 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.

Liljedahl, P. (2018). Relationship between Proxies for Learning and Mathematics Teachers’ Views. In Palmér H., Skott J. (Eds.) *Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms, *pp. 1-11. New York, NY: Springer.

Liljedahl, P. (2017). Card Tricks, Discovery Learning, and Flow in Mathematics Teacher Education. In J. Cummings & M. Blatherwick (Eds.), *Creative Dimensions of Teaching and Learning in the 21 ^{st} Century*. (pp. 175-179). Rotterdam, NL: Sense Publishers.

Liljedahl, P. (2016). Conclusions. In C. Andrà, D. Brunetto, E. Levenson, & P. Liljedahl (Eds.), *Teaching and Learning in Maths Classrooms: Emerging Themes in Affect-related Research: Teachers' Beliefs, Students' Engagement and Social Interaction* (pp. ). New York, NY: Springer.

Liljedahl, P. (2016). Numeracy Task Design: A Case of Changing Mathematics Teaching Practice. In C. Andrà, D. Brunetto, E. Levenson, & P. Liljedahl (Eds.), *Teaching and Learning in Maths Classrooms: Emerging Themes in Affect-related Research: Teachers' Beliefs, Students' Engagement and Social Interaction* (pp. ). New York, NY: Springer.

Rouleau, A. & Liljedahl, P. (2016). Teacher Tensions: The Case of Naomi.* *In C. Andrà, D. Brunetto, E. Levenson, & P. Liljedahl (Eds.), *Teaching and Learning in Maths Classrooms: Emerging Themes in Affect-related Research: Teachers' Beliefs, Students' Engagement and Social Interaction* (pp. ). New York, NY: Springer.

Liljedahl, P. (2016). John Caber (1483-1556). In T. O'Shea (Ed.), Mathematics Education Across Time and Place. (pp. 117-125). Victoria, BC: FriesenPress.

Liljedahl, P. & Hannula, M. (2016). Research on Mathematics-Related Affect in PME 2005-2015. In A. Gutiérrez, P. Boero, & G. Leder (Eds.), Handbook of Research on the Psychology of Mathematics Education: 2005-2015. (pp. 417-446). Rotterdam, NL: Sense Publishers.

Liljedahl, P. (2016). Building thinking classrooms: Conditions for problem solving. In P. Felmer, J. Kilpatrick, & E. Pekhonen (Eds.), *Posing and Solving Mathematical Problems: Advances and New Perspectives*. (pp. 361-386). New York, NY: Springer.

Liljedahl, P. & Oesterle, S. (2014, 2016). Teacher beliefs/ attitudes/ self-efficacy. In S. Lerman (Ed.), *Encyclopedia of Mathematics Education*. (pp. 583-586). New York, NY: Springer.

Liljedahl, P. & Andrà, C. (2014). Students’ Gazes: New Insights into Student Interactions. In C. Bernack-Schüler, R. Erens, T. Leuders, & A. Eichler (Eds.), *Views and Beliefs in Mathematics Education* (pp. 213-226)*.* New York, NY: Springer.

Liljedahl, P. (2014). The affordances of using visibly random groups in a mathematics classroom**.** In Y. Li, E. Silver, & S. Li (Eds.), *Transforming Mathematics Instruction: Multiple Approaches and Practices.* (pp. 127-144). New York, NY: Springer.

Liljedahl, P. & Allen, D. (2014, 2017). Mathematical discovery. In E. Carayannis (Ed.), *Encyclopedia of Creativity, Invention, Innovation, and Entrepreneurship.* (pp. 1228-1233). New York, NY: Springer.

Liljedahl, P. (2010). On rapid professional growth: Cases of learning through teaching. In R. Leikin & R. Zazkis (Eds.), *Learning Through Teaching Mathematics: Developing Teachers' Knowledge and Expertise in Practice*. (pp. 209-226). New York, NY: Springer.

Zazkis, R., Sinclair, N., & Liljedahl, P. (2009) Lesson play – A vehicle for multiple shifts of attention in teaching. In B. Davis & S. Lerman (Eds.), *Mathematical Action & Structures of Noticing: Studies inspired by John Mason*. (pp. 165-177). Rotterdam, NL: Sense Publishers.

Liljedahl, P. (2009). Imagination. In B. Kerr (Ed.). *Encyclopedia of Giftedness, Creativity and Talent.* Sage Publications.

Liljedahl, P. (2009). In the words of the creators. In R. Leikin, A. Berman, & B. Koichu (Eds.) *Mathematical Creativity and the Education of Gifted Children*. (pp. 51-70). Rotterdam, NL: Sense Publishers.

Liljedahl, P. (2008). Teachers' insights into the relationship between beliefs and practice. In J. Maaß & W. Schlöglmann (Eds.), *Beliefs and Attitudes in Mathematics Education:* *New Research Results.* (pp. 33-44). Rotterdam, NL: Sense Publishers.

Liljedahl, P. (2008). Initial teacher education. In R. Evans & D. Ball (Eds.), *ICMI Study Volume 15: Teacher Education*. (pp. 25-33). New York, NY: Springer.

Liljedahl, P. (2007). Mathematics and the imagination: thoughts on 'doing' mathematics. In K. Egan, M. Stout, & K. Takaya (Eds.), *Teaching and Learning Outside the Box* (pp. 61-74)*.* New York, NY: Teachers College Press.

Liljedahl, P., Rolka, K., & Rösken, B. (2007). Affecting affect: The re-education of preservice teachers' beliefs about mathematics and mathematics learning and teaching. In M. Strutchens & W. Martin (Eds.), *69 ^{th} NCTM Yearbook – The Learning of Mathematics* (pp. 319-330). Reston, VA: National Council of Teachers of Mathematics.

Liljedahl, P. (2006). Learning elementary number theory through a chain of discovery: Preservice teachers' encounters with pentominoes. In R. Zazkis & S. Campbell (Eds.), *Number Theory in Mathematics Education: Perspectives and Prospects* (pp. 141-172)*. *Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Zazkis, R. & Liljedahl, P. (2006). On the path to number theory: Repeating patterns as a gateway. In R. Zazkis & S. Campbell (Eds.), *Number Theory in Mathematics Education: Perspectives and Prospects* (pp. 99-114)*. *Mahwah, NJ: Lawrence Erlbaum Associates, Inc.