Refereed Journal Articles

Larsen, J. & Liljedahl, P. (online first). 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). 

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).  

Parhizgar, Z., Dehbashi, A., Liljedahl, P., & Alamolhodaei, H. (online first). 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: 

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. 

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. 

Pruner M. & Liljedahl, P. (2021). Collaborative Problem Solving in Choice-Rich Environments. ZDM: The International Journal on Mathematics Education, 53(4), 753-770. 

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. DOI:

Ho, W. K. & Liljedahl, P. (2020). The Groundhog Problem. The Mathematician Educator, 1(1), 14-24.

Andrà, C., Rouleau, A., Liljedahl, P., & Di Martino, P. (2019). An Affective Lens for Tensions Emerging from Teacher Professional Development. For the Learning of Mathematics, 39(1), 2-6.

Videnovic, M. & Liljedahl, P. (2018). Espoused vs Enacted Model of Mathematics Assessment in Case of Oral and Non-Oral Assessment Cultures. Open Mathematical Education Notes, 8(2), 35-46. 

Liljedahl, P. (2018). Mathematics Education Graduate Students' Thoughts about Becoming Researchers. Canadian Journal of Science, Mathematics, and Technology Education, 18(1), 42-57.

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.