# Conference Proceedings

## Edited Conference Proceedings

Liljedahl, P., *et. al.* (2016). *Special Issue of the First 40 years of the* *Canadian Mathematics Education Study Group*: CMESG.

Liljedahl, P., Nicol, C., Oesterle, S., & Allan, D. (2014). *Proceedings of the 38 ^{th} Conference of the International Group for the Psychology of Mathematics Education and the 36^{th} Conference of the North American Chapter of the Psychology of Mathematics Education* (volumes 1-6). PME.

Oesterle, S., Allen, D., & Liljedahl, P. (2013). *Proceedings of the 2012 Annual Meeting of the Canadian Mathematics Education Study Group.* CMESG.

Liljedahl, P. & Oesterle, S. (2012). *Proceedings of the 2011 Annual Meeting of the Canadian Mathematics Education Study Group.* CMESG.

Liljedahl, P., Oesterle, S., & Allen, D. (2011). *Proceedings of the 2010 Annual Meeting of the Canadian Mathematics Education Study Group.* CMESG.

Liljedahl, P., Oesterle, S., & Abu-Bakare, V. (2010). *Proceedings of the 2009 Annual Meeting of the Canadian Mathematics Education Study Group.* CMESG.

Liljedahl, P., Oesterle, S., & Bernèche, C. (2009). *Proceedings of the 2008 Annual Meeting of the Canadian Mathematics Education Study Group.* CMESG.

Liljedahl, P. (2008). *Proceedings of the 2007 Annual Meeting of the Canadian Mathematics Education Study Group.* CMESG.

Liljedahl, P. (2007). *Proceedings of the 2006 Annual Meeting of the Canadian Mathematics Education Study Group.* CMESG.

Liljedahl, P. (2006). *Proceedings of the 2005 Annual Meeting of the Canadian Mathematics Education Study Group.* CMESG.

## Articles in Refereed Conference Proceedings

Pocalana, G., Robutti, O., & Liljedahl, P. (in press). A Musicassette in a World of Mp4 Files: Metaphors for Mathematics Teacher’s Role. Current State of Research on Mathematical Beliefs: Proceedings of the MAVI-28 Conference. Gijon, Spain.

Andrà, C. & Liljedahl, P. (in press). Dependent or Independent Variables? Re-Thinking Research on Affect in Mathematics Education. Current State of Research on Mathematical Beliefs: Proceedings of the MAVI-28 Conference. Gijon, Spain.

Liljedahl, P. (in press). Actions Speak Louder than Words: Social Persuasion through Teaching Practice. Proceedings of the 12th Congress of the European Society for Research in Mathematics Education, online.

Liljedahl, P. (2022). Building Thinking Classrooms. A Summary of 15 Years of Research. In N. Sturm, L. Baumanns & B. Rott (Hrsg.), Online-Herbsttagung 2021 des GDM-Arbeitskreises Problemlösen. Münster: WTM.

Andrà, C., Liljedahl, P., Erens, R., & Rouleau, A. (2021). Tensions within teachers' beliefs: Implications for teacher professional development. Proceedings of the 44th International Conference for Psychology of Mathematics Education. Proceedings of the 44th International Conference for Psychology of Mathematics Education. Virtual.

Larsen, J. & Liljedahl, P. (2020). Public musings about mathematics teaching: Social responsibility and ideational alignment. Proceedings of the 44th International Conference for Psychology of Mathematics Education. Proceedings of the 44th International Conference for Psychology of Mathematics Education. Virtual.

Sztajn, P., Heyd-Metzuyanim, E., Adler, J., Liljedahl, P., Karsenty, R., & Brodie, K. (2021) Challenges for publishing research results on mathematics professional development. Proceedings of the 44th International Conference for Psychology of Mathematics Education. Virtual.

Andrà, C., Liljedahl, P., Erens, R., & Rouleau, A. (2021). Tensions within teachers’ beliefs: Implications for teacher professional development. Proceedings of the 44th International Conference for Psychology of Mathematics Education. Virtual.

Larsen, J. & Liljedahl, P. (2020). Public musings about mathematics teaching: Social responsibility and ideational alignment. Proceedings of the 44th International Conference for Psychology of Mathematics Education. Khon Khan, Thailand.

Liljedahl, P. (2019). Institutional norms: The assumed, the actual, and the possible. In Graven, M., Venkat, H., Essien, A. & Vale, P. (Eds). Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education. (Vol 1), pp. 1-16. Pretoria, South Africa: PME.

Rouleau, A., Ruiz, N., Reyes, C., & Liljedahl, P. (in press). First-Person Vicarious Experiences as a Mechanism for Belief Change. Proceedings of the 11th Congress of the European Society for Research in Mathematics Education, Utrecht, Netherlands.

Liljedahl, P. (in press). What Teachers Want from their Professional Learning Opportunities. Proceedings of the 11th research seminar of the Swedish Society for Mathematics Education (MADIF).

Rott, B. & Liljedahl, P. (2018). Creativity or Imagination: Challenges with Measuring Creativity. Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, pp. 59-66. Umeå, Sweden.

Liljedahl, P. & Trigo, M. (2017) Topic Study Group No. 19: Problem Solving in Mathematics Education. *Proceedings of the 13th International Congress on Mathematical Education, Vol. 1,* pp. 463-466. New York, NY: Springer.

Liljedahl, P. (2017). Flow and the Thinking Classroom. *Proceedings of NIMS & KSME Joint International Workshop on Mathematics Education: The Future of Mathematics Education and Mathematics Education for the Future,* pp. 7-12. Daejeon, Korea

Liljedahl, P. & Rott, B. (2017). Creative process vs. creative product: Challenges with measuring creativity. *Proceedings of the 41 ^{st} Conference of the International Group for the Psychology of Mathematics Education, Vol. 3, *pp. 161-168,

*Singapore.*

Coles, A., Liljedahl, P., & Brown, L. (2017). Mathematics teacher learning and doing within professional development. *Proceedings of the 41 ^{st} Conference of the International Group for the Psychology of Mathematics Education, Vol.*

*2,*pp. 257-264, Singapore.

Larsen, J. & Liljedahl, P. (2017). Exploring generative moments of interaction between mathematics teachers on social media. *Proceedings of the 41 ^{st} Conference of the International Group for the Psychology of Mathematics Education, Vol. 3, *pp. 129-136, Singapore.

Liljedahl, P. (2017). On the edges of flow: Student problem solving behavior. *Proceedings of the 10 ^{th} Congress of the European Society for Research in Mathematics Education,* pp. 1146-1153. Dublin, Ireland.

Liljedahl, P. (2016). Building Thinking Classrooms: A Story of Teacher Professional Development. *1 ^{st} International Forum for the Professional Development of Teachers.* Seoul, Korea, November 2016

Liljedahl, P. (2016). Flow: A Framework for Discussing Teaching. *Proceedings of the 40 ^{th} Conference of the International Group for the Psychology of Mathematics Education, Vol. 3, *pp. 203-210,

*Szeged, Hungary.*

Liljedahl, P., Andrà, C., Di Martino, P., & Rouleau, A. (2015). Teacher Tension: Important Considerations for Understanding Teachers' Actions, Intentions, and Professional Growth Needs. *Proceedings of the 39 ^{th} Conference of the International Group for the Psychology of Mathematics Education, Vol. 3, *pp. 193-200. Hobart, Australia.

Liljedahl, P. (2016). Emotions as an Orienting Experience. *Proceedings of the 9 ^{th} Congress of the European Society for Research in Mathematics Education, *pp. 1223-1230. Prague, Czech Republic

*.*

Andrà, C. & Liljedahl, P. (2014). Seeing Students’ Interactions through Teachers’ Eyes. *Proceedings of the 20th International Conference on Mathematical Views (MAVI)*. Falun, Sweden.

Liljedahl, P. (2014). Emotions as Orienting Experiences. *Proceedings of the 20th International Conference on Mathematical Views (MAVI)*. Falun, Sweden.

Andrà, C. & Liljedahl, P. (2014). ‘I sense’ and ‘I can’: Framing intuitions in social interactions. *Proceedings of the 38 ^{th} Conference of the International Group for the Psychology of Mathematics Education, Vol. 2*, pp. 49–56. Vancouver, BC.

Liljedahl, P. & Allan, D. (2013). Studenting: The Case of Homework. *Proceedings of the 35 ^{th} Conference for Psychology of Mathematics Education – North American Chapter. *Chicago, IL.

Liljedahl, P. & Andrà, C. (in press). Students’ Gazes: New Insights into Student Interactions. *Proceedings of the 19 ^{th} International Conference on Mathematical Views (MAVI).* Freiberg, Germany.

Shipulina, O., Liljedahl, P., & Smith, D. (in press). Virtual Environment: A Tool for Developing Students’ Abilities to Apply Mathematics to Real-life Problems. *Proceedings of the 4 ^{th} International Realistic Mathematics Education Conference. *Colorado, USA.

Liljedahl, P. & Allan, D. (2013). Studenting: The case of “now you try one”. In Lindmeier, A. M. & Heinze, A. (Eds.). *Proceedings of the 37 ^{th} Conference of the International Group for the Psychology of Mathematics Education, Vol. 3*, pp. 257–264. Kiel, Germany.

Liljedahl, P. (2013). Young children tessellating. In Lindmeier, A. M. & Heinze, A. (Eds.). *Proceedings of the 37 ^{th} Conference of the International Group for the Psychology of Mathematics Education, Vol. 1*, pp. 129–131. Kiel, Germany.

Liljedahl, P. (in press). Approaching Professional Learning: Teachers’ Goals. *Proceedings of the 8 ^{th} Congress of the European Society for Research in Mathematics Education*. Antalya, Turkey.

Shipulina, O., Smith, D., & Liljedahl, P. (2012). Calculus for Beyond School Applications: Mathematizing a Situation Simulated in a Virtual Environment. *15 ^{th} International Conference on Interactive Collaborative Learning* and

*41*. Villach, Austria.

^{st}International Conference on Engineering PedagogyLiljedahl, P. (2013). Illumination: Cognitive or affective? *Proceedings of the 18 ^{th} International Conference on Mathematical Views (MAVI).* Helsinki, Finland.

Liljedahl, P. (2012). Two cases of rapid and profound change in mathematics teachers’ practice. In T.Y. Tso (Ed.), *Proceedings of the 36 ^{th} Conference of the International Group for the Psychology of Mathematics Education*. Taipei, Taiwan.

Liu, M. & Liljedahl, P. (2012). ‘Not normal’ classroom norms. In T.Y. Tso (Ed.), *Proceedings of the 36 ^{th} Conference of the International Group for the Psychology of Mathematics Education*. Taipei, Taiwan.

Liljedahl, P. (2011). The *theory of* conceptual change as a *theory for* changing conceptions. *Proceedings of the 17 ^{th} international conference on Mathematical Views (MAVI)*. Bochum, Germany.

Preciado, A. & Liljedahl, P. (2010). The design braid: Teachers’ interactions while designing learning artefacts. *Proceedings of the 34 ^{th} International Conference for Psychology of Mathematics Education. *Belo Horizonte, Brazil.

Liljedahl. P., Oesterle, S., & Bernèche, C. (2010). Beliefs as dynamic: Old light through a new window. *Proceedings of the 15 ^{th} international conference on Mathematical Views (MAVI)*. Genoa, Italy.

Liljedahl, P. (2009). Rethinking assessment: Report of the CMEF working group. *Proceedings of the 4 ^{th} Canadian Mathematics Education Forum*. Vancouver, BC.

Oesterle, S. & Liljedahl, P. (2009). Who teaches math for teachers? *Proceedings of the 31 ^{st} International Conference for Psychology of Mathematics Education – North American Chapter. *Atlanta, GA.

Liljedahl, P. (2009). Rapid change in practice as a window into the professional growth of teachers. *Proceedings of the 33 ^{rd} International Conference for Psychology of Mathematics Education. *Thessaloniki, Greece.

Liljedahl, P. (2009). Changing Beliefs as Changing Perspective. In *Proceedings of the 6 ^{th} Congress of the European Society for Research in Mathematics Education. *Lyon, France.

Preciado, A. P., & Liljedahl, P. (2008). Changing teachers’ identity toward a teacher-learner-researcher approach by collaborative lesson planning in Mexico. *Proceedings of the World Association of Lesson Studies International Conference 2008*. Hong Kong.

Liljedahl, P. (2008). Mathematical Creativity: In the Words of the Creators. *Proceedings of the 5 ^{th} International Conference on Creativity in Mathematics and the Education of Gifted Students.* Haifa, Israel.

Liljedahl, P. (2007). Reifying Teachers’ tacit Knowledge about teaching: closing the gap between theory and practice.* Proceedings of the 29 ^{th} International Conference for Psychology of Mathematics Education – North American Chapter*. Lake Tahoe, CA.

Liljedahl, P. (2007). Reification: Explicating Teachers’ Tacit Knowledge and Beliefs. *Proceedings of the 13 ^{th} international conference on Mathematical Views (MAVI)*. Gävle, Sweden.

Liljedahl, P. (2007). Teachers’ Learning Reified: The Professional Growth of Inservice Teachers Through Numeracy Task Design. *Research Forum -* *Proceedings of the 31 ^{st} International Conference for Psychology of Mathematics Education. *Seoul, South Korea.

Rolka, K., Rösken, B., Liljedahl, P. (2007). The Role of *Cognitive Conflict *in Belief Changes. *Proceedings of the 31 ^{st} International Conference for Psychology of Mathematics Education. *Seoul, South Korea.

Hannula, M., Kaasila, R., Liljedahl, P., & Rösken, B. (2007). Researching Relief of Mathematics Anxiety Among Preservice Elementary School Teachers. *Research Forum -* *Proceedings of the 31 ^{st} International Conference for Psychology of Mathematics Education. *Seoul, South Korea.

Liljedahl, P., Rolka, K., & Rösken, B. (2007). Thinking About Belief Change as Conceptual Change. In *Proceedings of the 5 ^{th} Congress of the European Society for Research in Mathematics Education. *Larnaca, Cypres.

Liljedahl, P., Rösken, B., & Rolka, K. (2006). Analyzing the changing mathematical beliefs of preservice elementary school teachers. *Proceedings of the 12 ^{th} international conference on Mathematical Views (MAVI)*. Inari, Finland.

Liljedahl, P. (2006). Persona-based journaling: Aligning the product with the process. *Proceedings of the 30 ^{th} International Conference for Psychology of Mathematics Education. *Prague, Czech Republic.

Rolka, K., Rösken, B., Liljedahl, P. (2006). Challenging the mathematical beliefs of preservice elementary school teachers. *Proceedings of the 30 ^{th} International Conference for Psychology of Mathematics Education. *Prague, Czech Republic.

Liljedahl, P., Rösken, B., & Rolka, K. (2006). Documenting changes in pre-service elementary school teachers’ beliefs: Attending to different aspects. *Proceedings of the 28 ^{th} International Conference for Psychology of Mathematics Education – North American Chapter*. Merida, Mexico.

Rösken, B., Rolka, K., & Liljedahl, P. (2006). Veränderung Mathematischer Beliefs – Dokumentation in Lerntagebüchern. In H.-W. Henn (Hrsg.) *Beiträge zum Mathematikunterricht 2006*. *Vorträge auf der 40. Tagung für Didaktik der Mathematik*. Osnabrück, Germany. Hildesheim & Berlin: Franzbecker.

Liljedahl, P. (2005). Sustained engagement: Preservice teachers’ experience with a chain of discovery. In M. Bosch (ed.) *Proceedings of the 4 ^{th} Congress of the European Society for Research in Mathematics Education. *Sant Feliu de Guíxols, Spain

Liljedahl, P. (2005). Re-educating preservice teachers of mathematics: Attention to the affective domain. *Proceedings of the 27 ^{th} International Conference for Psychology of Mathematics Education – North American Chapter*. Roanoke, VA.

Liljedahl, P. (2004). Mathematical discovery: Hadamard Resurrected. In M. J. Høines & A. B. Fugelstad (eds.) *Proceedings of the 28 ^{th} International Conference for Psychology of Mathematics Education.* Bergen, Norway.

Liljedahl, P. (2004).** **AHA!: The effect and affect of mathematical discovery on undergraduate mathematics students.

*Proceedings of the 10*Copenhagen, Denmark.

^{th}International Congress on Mathematics Education.Liljedahl, P. (2004). Improving problem-solving Journals: the mathematician, the narrator, and the participant. *Proceedings of the 26 ^{th} International Conference for Psychology of Mathematics Education – North American Chapter*. Toronto, ON.

Gholamazad, S., Liljedahl, P., & Zazkis, R. (2004). What Counts as Proof? Investigation of Preservice Elementary Teachers’ Evaluation of Presented ‘Proofs’. *Proceedings of the 26 ^{th} International Conference for Psychology of Mathematics Education – North American Chapter*. Toronto, ON.

Zazkis, R., Liljedahl, P. & Gadowsky, K. (2003). Translation of a function: Coping with perceived inconsistency.* *In N. A. Pateman, B. J. Dougherty, & J. Zilliox (eds.) *Proceedings of the 27 ^{th} International Conference for Psychology of Mathematics Education.* Honolulu, HI.

Gholamazad, S., Liljedahl, P., & Zazkis, R. (2003). One line proof: What can go wrong?* *In N. A. Pateman, B. J. Dougherty, & J. Zilliox (eds.) *Proceedings of the 27 ^{th} International Conference for Psychology of Mathematics Education.* Honolulu, HI.

Liljedahl, P. (2002). The ‘AHA moment’: Students insights in learning mathematics. In D. S. Mewborn, P. Sztajn, D. Y. White, H. G. Wiegel, R. L. Bryant, & K. Nooney (eds.) *Proceedings of the 24 ^{th} International Conference for Psychology of Mathematics Education – North American Chapter*. Athens, GA.

Liljedahl, P. (2002). Exploring the relationship between similar solution strategies and analogical reasoning. In A. D. Cockburn & E. Nardi (eds.) *Proceedings of the 26 ^{th} International Conference for Psychology of Mathematics Education.* Norwich, UK.

Zazkis, R. & Liljedahl, P. (2002). Repeating patterns as a gateway. In A. D. Cockburn & E. Nardi (eds.) *Proceedings of the 26 ^{th} International Conference for Psychology of Mathematics Education.* Norwich, UK.

Liljedahl, P. (2001). Non-analogical reasoning in an analogous situation of repeating patterns. In R. Speiser, C. A. Maher, & C. N. Walters (eds.) *Proceedings of the 23 ^{rd} International Conference for Psychology of Mathematics Education – North American Chapter*. Snowbird, UT.

Liljedahl, P. & Zazkis, R. (2001). Analogy in the exploration of repeating patterns. In M. van den Heuvel-Panhuizen (ed.) *Proceedings of the 25 ^{th} International Conference for Psychology of Mathematics Education*. Utrecht, Netherlands.

Zazkis, R. & Liljedahl, P. (2001). Exploring multiplicative and additive structure of arithmetic sequences. In M. van den Heuvel-Panhuizen (ed.) *Proceedings of the 25 ^{th} International Conference for Psychology of Mathematics Education.* Utrecht, Netherlands.