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 Theory of Conceptual Change as a Theory 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]