| Generalization of patterns: The tension between algebraic thinking and algebraic notation R Zazkis, P Liljedahl Educational studies in mathematics 49 (3), 379-402, 2002 | 493 | 2002 |
| Problem solving in mathematics education P Liljedahl, M Santos-Trigo, U Malaspina, R Bruder Springer Nature, 2016 | 367 | 2016 |
| Building thinking classrooms: Conditions for problem-solving P Liljedahl Posing and solving mathematical problems: Advances and new perspectives, 361-386, 2016 | 234 | 2016 |
| Mathematical discovery and affect: The effect of AHA! experiences on undergraduate mathematics students PG Liljedahl International Journal of Mathematical Education in Science and Technology 36 …, 2005 | 231 | 2005 |
| Musings on mathematical creativity P Liljedahl, B Sriraman For the learning of mathematics 26 (1), 17-19, 2006 | 213 | 2006 |
| Teaching mathematics as storytelling R Zazkis, P Liljedahl Brill, 2019 | 186 | 2019 |
| Building thinking classrooms in mathematics, grades K-12: 14 teaching practices for enhancing learning P Liljedahl Corwin press, 2020 | 180 | 2020 |
| Understanding primes: The role of representation R Zazkis, P Liljedahl Journal for research in mathematics education 35 (3), 164-186, 2004 | 174 | 2004 |
| Lesson plays: Planning teaching versus teaching planning R Zazkis, P Liljedahl, N Sinclair For the learning of mathematics 29 (1), 40-47, 2009 | 168 | 2009 |
| Interweaving mathematics and pedagogy in task design: A tale of one task P Liljedahl, E Chernoff, R Zazkis Journal of Mathematics Teacher Education 10, 239-249, 2007 | 146 | 2007 |
| Teachers’ insights into the relationship between beliefs and practice P Liljedahl Beliefs and attitudes in mathematics education, 33-43, 2009 | 120 | 2009 |
| Lesson play in mathematics education: A tool for research and professional development R Zazkis, N Sinclair, P Liljedahl Springer, 2013 | 118 | 2013 |
| Conceptions of function translation: Obstacles, intuitions, and rerouting R Zazkis, P Liljedahl, K Gadowsky The Journal of Mathematical Behavior 22 (4), 435-448, 2003 | 107 | 2003 |
| Repeating pattern or number pattern: The distinction is blurred P Liljedahl Focus on learning problems in mathematics 26 (3), 24-42, 2004 | 104 | 2004 |
| The role of examples in forming and refuting generalizations R Zazkis, P Liljedahl, EJ Chernoff ZDM 40, 131-141, 2008 | 100 | 2008 |
| Affecting affect: The re-education of preservice teachers’ beliefs about mathematics and mathematics learning and teaching P Liljedahl, K Rolka, B Rösken The learning of mathematics, 319-330, 2007 | 94 | 2007 |
| The AHA! experience: Mathematical contexts, pedagogical implications P Liljedahl Simon Fraser University, 2004 | 93 | 2004 |
| Illumination: An affective experience? P Liljedahl Zdm 45, 253-265, 2013 | 91 | 2013 |
| Empirical research on problem solving and problem posing: a look at the state of the art P Liljedahl, J Cai ZDM–Mathematics Education 53 (4), 723-735, 2021 | 82 | 2021 |
| The affordances of using visibly random groups in a mathematics classroom P Liljedahl Transforming mathematics instruction: Multiple approaches and practices, 127-144, 2014 | 82 | 2014 |
