Refereed Journal Articles

Liljedahl, P. (in press). Mathematics Education Graduate Students' Thoughts about Becoming Researchers. Canadian Journal of Science, Mathematics, and Technology Education.

Halmaghi, E. & Liljedahl, P. (2015). Inequalities in the History of Mathematics: From Peculiarities to a Hard Discipline. GeoGebra International Journal of Romania, 4(2), 43–56. 

Liljedahl, P. (2015). Numeracy Task Design: A Case of Changing Mathematics Teaching Practice. ZDM: The International Journal on Mathematics Education, 47(4), 625–637. 

Liljedahl, P. (2014). Approaching Professional Learning: What teachers want. The Mathematics Enthusiast, 11(1), 109–22. 

Shipulina, O., Smith, D., & Liljedahl, P. (2013). Bringing Reality into Calculus Classrooms: Mathematizing a Real-Life Problem Simulated in a Virtual Environment. International Journal of Engineering Pedagogy3(1), 29–35.

Liljedahl, P. (2013). Illumination: An Affective Experience? The International Journal on Mathematics Education, 45(2), 253–265. 

Liljedahl, P; Oesterle, S., & Bernèche, C. (2012). Stability of Beliefs in Mathematics Education: A Critical Analysis. Nordisk Matematikkdidaktikk17(3-4), 101–118. 

Preciado, A. & Liljedahl, P. (2012). Three Cases of Teachers’ Collaborative Design: Perspectives from those Involved. Canadian Journal of Science, Mathematics and Technology Education, 12 (1), 22–35. 

Liljedahl, P. (2011). The Theory of Conceptual Change as a Theory for Changing Conceptions. Nordisk Matematikkdidaktikk, 16(1-2), 101–124.

Liljedahl, P. (2010). Noticing Rapid and Profound Mathematics Teacher Change. Journal of Mathematics Teacher Education, 13(5), 411–423.

Zazkis, R., Liljedahl, P., & Sinclair, N. (2009). Lesson Plays: Planning Teaching versus Teaching Planning. For the Learning of Mathematics, 29(1), 40–47. 

Zazkis, R., Liljedahl, P., & Chernoff, E. (2008). The Role of Examples in Forming and Refuting Generalizations. Zentralblatt für Didaktik der Mathematik, 40(1), 131–141. 

Liljedahl, P., Chernoff, E., Zazkis, R. (2007). Interweaving Mathematics and Pedagogy in Task Design: A tale of one task. Journal of Mathematics Teacher Education, 10(4-6), 239–249. 

Liljedahl, P. (2007). Persona-based journaling: Striving for authenticity in the representation of the problem solving process. International Journal of Science and Mathematics Education, 5(4), 661–680. 

Liljedahl, P., Sinclair, N., & Zazkis, R. (2006). Number concepts with number worlds: Thickening understandings. International Journal of Mathematical Education in Science and Technology, 37(3), 253–275. 

Sinclair, N., Liljedahl, P., & Zazkis, R. (2006). A Coloured Window on Pre-Service Teachers’ Conceptions of Rational Numbers. International Journal of Computers for Mathematical Learning, 11(2), 177–203.

Zazkis, R., Liljedahl, P., & Sinclair, N. (2006). Conjecturing in a computer microworld: Zooming in and zooming out. Focus on Learning Problems in Mathematics, 28(2), 1–19. 

Liljedahl, P. & Sriraman, B. (2006). Musings on mathematical creativity. For The Learning of Mathematics, 26(1), 20–23. 

Liljedahl, P. (2005). Mathematical discovery and affect: The effect of AHA! experiences on undergraduate mathematics students. International Journal of Mathematical Education in Science and Technology, 36(2-3), 219–236. 

Liljedahl, P. (2004). Reflections on reflections. International Journal of Computers for Mathematical Learning, 9(3), 359–369. 

Liljedahl, P. (2004). Repeating pattern or number pattern: The distinction is blurred. Focus on Learning Problems in Mathematics, 26(3), 24–42. 

Zazkis, R. & Liljedahl, P. (2004). Understanding primes: The role of representation. Journal for Research in Mathematics Education, 35(3), 164–186.

Sinclair, N., Zazkis, R., & Liljedahl, P. (2004) Number worlds: Visual and experimental access to elementary number theory concepts. International Journal of Computers for Mathematical Learning, 8(3), 235–263. 

Zazkis, R., Liljedahl, P., & Gadowsky, K. (2003). Conceptions of function translation: Obstacles, intuitions, and rerouting. Journal of Mathematical Behavior, 22(4), 435–448. 

Liljedahl, P. (2002). Embodied experience of velocity and acceleration: A narrative. Journal of Mathematical Behavior, 20(4), 439–445. 

Zazkis, R. & Liljedahl, P. (2002). Generalization of patterns: The tension between algebraic thinking and algebraic notation. Educational Studies in Mathematics, 49(3), 379–402. 

Zazkis, R. & Liljedahl, P. (2002). Arithmetic sequences as a bridge between conceptual fields. Canadian Journal of Science, Mathematics and Technology Education, 2(1), 93–120.

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