## Articles in Refereed Journals

Liljedahl, P., Rösken, B., & Rolka, K. (in press). 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. *

Andrà, C., Rouleau, A., Liljedahl, P., & Di Martino, P. (in press). An Affective Lens for Tensions Emerging from Teacher Professional Development. *For the Learning of Mathematics.*

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. [ResearchGate, Academia]

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

Liljedahl, P. (2014). Approaching Professional Learning: What teachers want. *The Mathematics Enthusiast, 11*(1), 109-22. [ResearchGate, Academia]

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 Pedagogy*, *3*(1), 29-35. [ResearchGate, Academia]

Liljedahl, P. (2013). Illumination: An Affective Experience? *The International Journal on Mathematics Education, 45*(2), 253-265. [ResearchGate, Academia]

Liljedahl, P; Oesterle, S., & Bernèche, C. (2012). Stability of Beliefs in Mathematics Education: A Critical Analysis. *Nordisk Matematikkdidaktikk*, *17*(3-4), 101-118. [ResearchGate, Academia]

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. [ResearchGate, Academia]

Liljedahl, P. (2011). The T*heory of* Conceptual Change as a T*heory for* Changing Conceptions. *Nordisk Matematikkdidaktikk, 16*(1-2), 101-124. [ResearchGate, Academia]

Liljedahl, P. (2010). Noticing Rapid and Profound Mathematics Teacher Change. *Journal of Mathematics Teacher Education, 13*(5), 411-423. [ResearchGate, Academia]

Zazkis, R., Liljedahl, P., & Sinclair, N. (2009). Lesson Plays: Planning Teaching versus Teaching Planning. *For the Learning of Mathematics, 29*(1), 40-47. [ResearchGate, Academia]

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. [ResearchGate, Academia]

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. [ResearchGate, Academia]

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. [ResearchGate, Academia]

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. [ResearchGate, Academia]

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. [ResearchGate, Academia]

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. [ResearchGate, Academia]

Liljedahl, P. & Sriraman, B. (2006). Musings on mathematical creativity. *For The Learning of Mathematics, 26*(1), 20-23. [ResearchGate, Academia]

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. [ResearchGate, Academia]

Liljedahl, P. (2004). Reflections on reflections. *International Journal of Computers for Mathematical Learning, 9*(3), 359-369. [ResearchGate, Academia]

Liljedahl, P. (2004). Repeating pattern or number pattern: The distinction is blurred. *Focus on Learning Problems in Mathematics, 26*(3), 24-42. [ResearchGate, Academia]

Zazkis, R. & Liljedahl, P. (2004). Understanding primes: The role of representation. *Journal for Research in Mathematics Education, 35*(3), 164-186*. *[ResearchGate, Academia]

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. [ResearchGate, Academia]

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

Liljedahl, P. (2002). Embodied experience of velocity and acceleration: A narrative. *Journal of Mathematical Behavior, 20*(4), 439-445. [ResearchGate, Academia]

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

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. [ResearchGate, Academia]