## Conference Proceedings

Rouleau, A., Ruiz, N., Reyes, C., & Liljedahl, P. (in press). First-Person Vicarious Experiences as a Mechanism for Belief Change. *Proceedings of the 11 ^{th} 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). [pdf]

Rott, B. & Liljedahl, P. (2018). Creativity or Imagination: Challenges with Measuring Creativity. *Proceedings of the 42 ^{nd} 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.

Marynowski, R., Dufour, S., & Liljedahl, P. (2017). Compréhension approfondie des mathématiques scolaires/Deep Understanding of School Mathematics. *Proceedings of the 2017 Annual Meeting of the Canadian Mathematics Education Study Group*, pp. 121-133. Montrėal, Canada.

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. In L. Sumpter (ed.), *Current State of Research on Mathematical Beliefs XX: Proceedings of the MAVI-20 Conference*. Falun, Sweden.

Liljedahl, P. (2014). Emotions as Orienting Experiences. In L. Sumpter (ed.), *Current State of Research on Mathematical Beliefs XX: Proceedings of the MAVI-20 Conference*. 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, Canada: PME.

Liljedahl, P. & Allan, D. (2013). Studenting: The Case of Homework. *Proceedings of the 35 ^{th} *

*Conference for Psychology of Mathematics Education – North American Chapter,*pp. 489-492

*.*Chicago, USA.

Shipulina, O., Liljedahl, P., & Smith, D. (2013). 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: PME.

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: PME.

Liljedahl, P. (2013). 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.

Caron, F. & Liljedahl, P. (2012). Numeracy: Goals, affordances, and challenges. *Proceedings of the 2012 Annual Meeting of the Canadian Mathematics Education Study Group*, pp. 71-79. Quėbec City, Canada.

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, Canada.

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, USA.

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). Teachers’ Beliefs as Teachers’ Knowledge. *Proceedings of the Symposium on the Occasion of the 100th Anniversary of ICMI*. Rome, Italy.

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, USA.

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, Virginia.

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 ^{th} International Congress on Mathematics Education. *Copenhagen, Denmark.

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, Ontario.

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, Ontario.

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, Hawaii.

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, Hawaii.

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, Georgia.

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, United Kingdom.

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, United Kingdom.

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, Utah.

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.

1. 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.