Conference Proceedings

Liljedahl, P. (in press). Relationship between Proxies for Learning and Mathematics Teachers’ Views. Proceedings of the 22nd International Conference on Mathematical Views (MAVI). Vaxjö, Sweden.

Liljedahl, P. (2016). Flow: A Framework for Discussing Teaching. Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, Szeged, Hungary. [pdf]

Liljedahl, P. (in press). Classroom Practices for Supporting Problem Solving. Proceedings of the 13th International Congress on Mathematics Education. Hamburg, Germany.

Liljedahl, P. (2016). Emotions as an Orienting Experience. Proceedings of the 9th Congress of the European Society for Research in Mathematics Education. Prague, Czech Republic. [pdf]

Liljedahl, P. (in press). Numeracy Task Design: A Case of Changing Mathematics Teaching Practice. Proceedings of the 21st International Conference on Mathematical Views (MAVI). Milan, Italy.

Rouleau, A. & Liljedahl, P. (in press). Teacher Tensions: The Case of Naomi. Proceedings of the 21st International Conference on Mathematical Views (MAVI). Milan, Italy.

Hannula, M. & Liljedahl, P. (in press). A Review of Affect Theories in PME Proceedings 2005-2015. Proceedings of the 21st International Conference on Mathematical Views (MAVI). Milan, Italy.

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 39th Conference of the International Group for the Psychology of Mathematics Education, Vol. 3, pp. 193-200. Hobart, Australia.

Andrà, C. & Liljedahl, P. (2014). Seeing Students’Interactions Through Teachers’ Eyes. Proceedings of the 20th International Conference on Mathematical Views (MAVI). Falun, Sweden.

Liljedahl, P. (2014). Emotions as Orienting Experiences. Proceedings of the 20th International Conference on Mathematical Views (MAVI). Falun, Sweden.

Andrà, C. & Liljedahl, P. (2014). ‘I sense’ and ‘I can’: Framing intuitions in social interactions. Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, pp. 49-56. Vancouver, Canada: PME.

Liljedahl, P. & Andrà, C. (2013). Students’ Gazes: New Insights into Student Interactions. Proceedings of the 19th International Conference on Mathematical Views (MAVI). Freiberg, Germany.

Liljedahl, P. & Allan, D. (2013). Studenting: The Case of Homework. Proceedings of the 35th Conference for Psychology of Mathematics Education – North American Chapter. Chicago, USA. [pdf]

Shipulina, O., Liljedahl, P., & Smith, D. (in press). Virtual Environment: A Tool for Developing Students’ Abilities to Apply Mathematics to Real-life      Problems. Proceedings of the 4th 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 37th Conference of the International Group for the Psychology of Mathematics Education, Vol. 3, pp. 257-264. Kiel, Germany: PME. [pdf]

Liljedahl, P. (2013). Young children tessellating. In Lindmeier, A. M. & Heinze, A. (Eds.). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, pp. 129-131. Kiel, Germany: PME.

Liljedahl, P. (in press). Approaching Professional Learning: Teachers’ Goals. Proceedings of the 8th 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. 15th International Conference on Interactive Collaborative Learning and 41st International Conference on Engineering Pedagogy. Villach, Austria.

Liljedahl, P. (2013). Illumination: Cognitive or affective? Proceedings of the 18th 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 36th 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 36th Conference of the International Group for the Psychology of Mathematics Education. Taipei, Taiwan.

Liljedahl, P. (2011). The theory of conceptual change as a theory for changing conceptions. Proceedings of the 17th 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 34th 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 15th international conference on Mathematical Views (MAVI). Genoa, Italy.

Liljedahl, P. (2009). Rethinking assessment: Report of the CMEF working group. Proceedings of the 4th Canadian Mathematics Education Forum. Vancouver, Canada.

Oesterle, S. & Liljedahl, P. (2009). Who teaches math for teachers? Proceedings of the 31st 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 33rd International Conference for Psychology of Mathematics Education. Thessaloniki, Greece.

Liljedahl, P. (2009). Changing Beliefs as Changing Perspective. In Proceedings of the 6thCongress 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). Mathematical Creativity: In the Words of the Creators. Proceedings of the 5th 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 29th 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 13th 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 31st 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 31st 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 31st 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 5thCongress 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 12th international conference on Mathematical Views (MAVI). Inari, Finland.

Liljedahl, P. (2006). Persona-based journaling: Aligning the product with the process. Proceedings of the 30th 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 30th 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 28th 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 4th 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 27th 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 28th 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 10th International Congress on Mathematics Education. Copenhagen, Denmark.

Liljedahl, P. (2004). Improving problem-solving Journals: the mathematician, the narrator, and the participant. Proceedings of the 26th 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 26th 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 27th 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 27th 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 24th 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 26th 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 26th 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 23rd 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 25th International Conference for Psychology of Mathematics Education. Utrecht, Netherlands.

Zazkis, R. & Liljedahl, P. (2001). Exploring multiplicative and additive structure of arithmetic sequences. In M. van den Heuvel-Panhuizen (ed.) Proceedings of the 25th International Conference for Psychology of Mathematics Education. Utrecht, Netherlands.

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