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 students’ 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. Törner, J. Peters-Dasdemir, A. Möller, & 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 Teachers’ Views. In Palmér 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. Gutiérrez, 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 21st Century, pp. 175-179. Rotterdam, NL: Sense Publishers. [ResearchGate, Academia]

Liljedahl, P. (2016). Conclusions. In C. Andrà, 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. Andrà, 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. Andrà, 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. [ResearchGate, Academia]

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

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

Zazkis, R., Sinclair, N., & Liljedahl, P. (2009). Lesson play – 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. [ResearchGate, Academia]

Liljedahl, P. (2009). Imagination. In B. Kerr (ed.). Encyclopedia of Giftedness, Creativity and Talent. Sage Publications. [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. Maaß & W. Schlöglmann (eds.) Beliefs and Attitudes in Mathematics Education: New Research Results. (pp. 33-44). Rotterdam, NL: Sense Publishers. [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. [ResearchGate, Academia]

Liljedahl, P., Rolka, K., Rösken, B. (2007). Affecting affect: The re-education of preservice teachers’ beliefs about mathematics and mathematics learning and teaching. In M. Strutchens & W. Martin (eds.) 69th NCTM Yearbook – The Learning of Mathematics (pp. 319-330). Reston, VA: National Council of Teachers of Mathematics. [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.