## Book Chapters

Liljedahl, P. (in press). The International Journal of Science and Mathematics Education: A beginner’s guide to writing for publication. In G. Kaiser & N. Presmeg, N. (eds.) *Compendium for Early Career Researchers in Mathematics Education*. New York, NY: Springer.

Liljedahl, P. (in press). Conditions for Supporting Problem Solving: Vertical Non-Permanent Surfaces. In P. Liljedahl & M. Santos-Trigo (eds.) *Mathematical Problem Solving: Current Themes, Trends, and Research*. New York, NY: Springer.

Liljedahl, P. (in press). Accounting-of and accounting-for the engagement of teachers and teaching. In M. Hannula, G. Leder, F. Morselli, M. Vollstedt, & Q. Zhang (eds.) *Affect and Mathematics Education – Fresh Perspectives on Motivation, Engagement and Identity*. New York, NY: Springer.

Liu, M. & Liljedahl, P. (in press). Flow and modelling. In B. Shriraman & S. Chamberlin (eds.) *Affect and Mathematical Modeling*. New York, NY: Springer.

Parhizgar, Z. & Liljedahl, P. (in press). Teaching modeling problems and its effects on studentsâ€™ attitude toward mathematics and engagement. In B. Shriraman & S. Chamberlin (eds.) *Affect and Mathematical Modeling*. New York, NY: Springer.

Liljedahl, P. (2018). Affect as a system: The case of Sara. In B. Rott, G. TÃ¶rner, J. Peters-Dasdemir, A. MÃ¶ller, & Safrudiannur (eds.) Views and Beliefs in Mathematics Education: The Role of Beliefs in the Classroom, pp. 21-32. New York, NY: Springer.

Liljedahl, P. (2018). Building thinking classrooms. In A. Kajander, J. Holm, & E. Chernoff (eds.) *Teaching and learning secondary school mathematics: Canadian perspectives in an international context*, pp. 307-316. New York, NY: Springer.

Liljedahl, P. (2018). On the edges of flow: Student problem solving behavior. In S. Carreira, N. Amado, & K. Jones (eds.), *Broadening the scope of research on mathematical problem solving: A focus on technology, creativity and affect*, pp. 505-524. New York, NY: Springer.

Liljedahl, P. (2018). Relationship between Proxies for Learning and Mathematics Teachersâ€™ Views. In PalmÃ©r H., Skott J. (eds) *Students’ and Teachers’ Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms, *pp. 1-11. New York, NY: Springer.

Liljedahl, P. & Hannula, M. (2016). Research on Mathematics-Related Affect in PME 2005-2015. In A. GutiÃ©rrez, P. Boero, & G. Leder (eds.), Handbook of Research on the Psychology of Mathematics Education: 2005-2015. (pp. 417-446). Rotterdam, NL: Sense Publishers. [ResearchGate, Academia]

Liljedahl, P. (2017). Card Tricks, Discovery Learning, and Flow in Mathematics Teacher Education. In J. Cummings & M. Blatherwick (eds.), *Creative Dimensions of Teaching and Learning in the 21 ^{st} Century*, pp. 175-179. Rotterdam, NL: Sense Publishers. [ResearchGate, Academia]

Liljedahl, P. (2016). Conclusions. In C. AndrÃ , D. Brunetto, E. Levenson, & P. Liljedahl (eds.), *Teaching and Learning in Maths Classrooms: Emerging Themes in Affect-related Research: Teachers’ Beliefs, Students’ Engagement and Social Interaction* (pp. ). New York, NY: Springer.

Liljedahl, P. (2016). Numeracy Task Design: A Case of Changing Mathematics Teaching Practice. In C. AndrÃ , D. Brunetto, E. Levenson, & P. Liljedahl (eds.), *Teaching and Learning in Maths Classrooms: Emerging Themes in Affect-related Research: Teachers’ Beliefs, Students’ Engagement and Social Interaction* (pp. ). New York, NY: Springer.

Rouleau, A. & Liljedahl, P. (2016). Teacher Tensions: The Case of Naomi. In C. AndrÃ , D. Brunetto, E. Levenson, & P. Liljedahl (eds.), *Teaching and Learning in Maths Classrooms: Emerging Themes in Affect-related Research: Teachers’ Beliefs, Students’ Engagement and Social Interaction* (pp. ). New York, NY: Springer.

Liljedahl, P. (2016). John Caber (1483-1556). In T. O’Shea (ed.), Mathematics Education Across Time and Place. (pp. 117-125). Victoria, BC: FriesenPress.

Liljedahl, P. (2016). Building thinking classrooms: Conditions for problem solving. In P. Felmer, J. Kilpatrick, & E. Pekhonen (eds.) *Posing and Solving Mathematical Problems: Advances and New Perspectives*. New York, NY: Springer.Â [ResearchGate, Academia]

Liljedahl, P. & Oesterle, S. (2014). Teacher beliefs/attitudes/self-efficacy. In S. Lerman (ed.),Â *Encyclopedia of Mathematics Education*. New York, NY: Springer.Â [ResearchGate, Academia]

Liljedahl, P. (2014). The affordances of using visually random groups in a mathematics classroom**.** In Y. Li, E. Silver, & S. Li (eds.) *Transforming Mathematics Instruction: Multiple Approaches and Practices.* New York, NY: Springer.Â [ResearchGate, Academia]

Liljedahl, P. & Allen, D. (2014). Mathematical discovery. In E. Carayannis (ed.),Â *Encyclopedia of Creativity, Invention, Innovation, and Entrepreneurship.* New York, NY: Springer.Â [ResearchGate, Academia]

Liljedahl, P. (2010). On rapid professional growth: Cases of learning through teaching. In R. Leikin & R. Zazkis (eds.) *Learning Through Teaching Mathematics: Developing Teachers’ Knowledge and Expertise in Practice*. (pp. 209-228). New York, NY: Springer.Â [ResearchGate, Academia]

Zazkis, R., Sinclair, N., & Liljedahl, P. (2009). Lesson play â€“ A vehicle for multiple shifts of attention in teaching. In B. Davis & S. Lerman (eds.) *Mathematical Action & Structures of Noticing: Studies inspired by John Mason*. (pp. 165-177). Rotterdam, NL: Sense Publishers.Â [ResearchGate, Academia]

Liljedahl, P. (2009). Imagination. In B. Kerr (ed.). *Encyclopedia of Giftedness, Creativity and Talent.* Sage Publications.Â [ResearchGate, Academia]

Liljedahl, P. (2009). In the words of the creators. In R. Leikin, A. Berman, & B. Koichu (eds.) *Mathematical Creativity and the Education of Gifted Children*. (pp. 51-70). Rotterdam, NL: Sense Publishers. [ResearchGate, Academia]

Liljedahl, P. (2008). Teachers’ insights into the relationship between beliefs and practice. In J. MaaÃŸ & W. SchlÃ¶glmann (eds.) *Beliefs and Attitudes in Mathematics Education:* *New Research Results.* (pp. 33-44). Rotterdam, NL: Sense Publishers.Â [ResearchGate, Academia]

Liljedahl, P. et al. (2008). Initial teacher education. In R. Evans & D. Ball (eds.) *ICMI Study Volume 15: Teacher Education*. (pp. 25-33). New York, NY: Springer. [ResearchGate, Academia]

Liljedahl, P. (2007). Mathematics and the imagination: thoughts on ‘doing’ mathematics. In K. Egan, M. Stout, & K. Takaya (eds.) *Teaching and Learning Outside the Box* (pp. 61-74)*.* New York, NY: Teachers College Press.Â [ResearchGate, Academia]

Liljedahl, P., Rolka, K., RÃ¶sken, B. (2007). Affecting affect: The re-education of preservice teachers’ beliefs about mathematics and mathematics learning and teaching. In M. Strutchens & W. Martin (eds.) *69 ^{th} NCTM Yearbook â€“ The Learning of Mathematics* (pp. 319-330). Reston, VA: National Council of Teachers of Mathematics.Â [ResearchGate, Academia]

Liljedahl, P. (2006). Learning elementary number theory through a chain of discovery: Preservice teachers’ encounters with pentominoes. In R. Zazkis & S. Campbell (eds.) *Number Theory in Mathematics Education: Perspectives and Prospects* (pp. 141-172)*. *Mahwah, NJ: Lawrence Erlbaum Associates, Inc. [ResearchGate, Academia]

Zazkis, R. & Liljedahl, P. (2006). On the path to number theory: Repeating patterns as a gateway. In R. Zazkis & S. Campbell (eds.) *Number Theory in Mathematics Education: Perspectives and Prospects* (pp. 99-114)*. *Mahwah, NJ: Lawrence Erlbaum Associates, Inc.