Peter Liljedahl

Interests

Instances of creativity and discovery in mathematics teaching and learning; affect; beliefs; classroom practice; professional growth of teachers; numeracy; instructional design, assessment in mathematics; student learning behavior (studenting); interactions between students in collaboration; teacher tensions; building thinking classrooms

Keywords

affect; creativity; thinking 

Doctoral Supervision

• Pruner, Michael James (PhD, 2023), Complexity and collaborative problem solving
• Rouleau, Annette (PhD, 2020), Mathematics teacher tension: Arising in, and through, their attempt to change practice
• Videnovic, Milica (PhD, 2020), Mathematics professors' views on written and oral assessment in mathematics
• Larsen, Agnieszka (PhD, 2019), Mathematics teaching and social media: An emergent space for resilient professional activity
• Alsalim, Lyla (PhD, 2018), Using patterns-of-participation approach to understand high school mathematics teachers' classroom practice in Saudi Arabia
• Allan, Darien Elizabeth (PhD, 2017), Student actions as a window into goals and motives in the secondary mathematics classroom
• Alvarez de Adem, Maria Luisa Melania (PhD, 2016), Teaching teachers: A look inside professional development
• Sirotic, Natasa (PhD, 2015), Knowledge Growth through Lesson Study: A Case of Secondary Mathematics Teachers' Collaborative Learning
• Shipulina, Olga (PhD, 2013), Connecting Calculus with Reality through a Virtual Environment
• Drakes, Chiaka Iheoma (PhD, 2012), Mathematical modelling: from novice to expert (Co-supervisor)
• Halmaghi, Elena Filofteia (PhD, 2011), Undergraduate students’ conceptions of inequalities
• Oesterle, Susan Michele (PhD, 2011), Diverse perspectives on teaching Math For Teachers: Living the tensions
• Preciado, Armando Paulino (PhD, 2011), Conversations held and roles played during mathematics teachers' collaborative design: Two dimensions of interaction
• Van der Zalm, Adrienne Roisin (EdD, 2010), Enhancing the involvement of parents in the mathematics education of their elementary school children

Master's Supervision

• Umeki, Takuya (MSc, 2025), Students' questioning as a window into students' thinking in mathematics
• Bowman, Alexis (MSc, 2024), Experiencing a shift in relationship towards disaffections with mathematics in the classroom
• Baldwin, Elizabeth (MSc Ed, 2018), The relationship in between mathematics students' self and group efficacies in a Thinking Classroom
• Mann, Mundeep (MSc Ed, 2018), Relationship between mindful teaching methods and student perception of their retention of mathematical knowledge (Co-supervisor)
• McGregor, Christopher Alistair (MSc, 2018), Reduction of mathematics anxiety through use of vertical non-permanent surfaces and group discussion
• Hughes, Sandra (MSc Ed, 2018), Reading to learn mathematics: Textbooks, student notes and classroom communication (Co-supervisor)
• Kerkhoff, Maria Alida (MSc, 2018), Experiencing mathematics through problem solving tasks
• Bauck, Naazneen Ann (MSc, 2017), The Transition from High School Mathematics to First Year Calculus
• Chiru, Ioana Mihaela (MSc, 2017), Occasioning flow in the mathematics classroom: optimal experiences in common places (Co-supervisor)
• Lovell, Robert Simon (MSc, 2016), Real-World Applications in Math Class
• Pruner, Michael James (MSc, 2016), Observations in a Thinking Classroom
• Sterelyukhin, Max (MSc, 2016), Discussion-Based Learning in a Harkness-Based Mathematics Classroom (Co-supervisor)
• Wuolle, Suzanne Roberta (MSc, 2016), How and why teachers use real world connections in the secondary mathematics classroom
• Dubland, Elysia Suzanna (MSc, 2015), Exploring Student Engagement with Mathematics Homework as Self-Assessment
• Larsen, A. Judy (MSc, 2013), Experiencing a Flipped Mathematics Class
• Van Bergeyk, David Jonathan (MA, 2013), Students on assessment: how students receive assessment in a senior mathematics classroom
• Matheson, Danica (MA, 2012), Teaching through problem solving: bridging the gap between vision and practice
• Liu, Minnie (MSc, 2011), Math suks: why and how
• Kamin, Daniel Jay (MSc, 2010), The use of tasks and examples in a high school mathematics classroom: Variance of purpose and deployment.