Liljedahl, P. (in press). Group Creativity. In S. Chamberlin, P. Liljedahl, & M. Savić (eds.) Mathematical Creativity: A Developmental Perspective, pp. 173-195. New York, NY: Springer.

Rott, B., Schindler, M., Baumans, L., Joklitschke, J., & Liljedahl, P. (in press). Creativity in Mathematics: An Overview of More Than 100 Years of Research. In S. Chamberlin, P. Liljedahl, & M. Savić (eds.) Mathematical Creativity: A Developmental Perspective, pp. 15-26. New York, NY: Springer.

Chamberlin, S., Liljedahl, P. & Savić, M. (in press). Organizational Framework for Book and Conceptions of Mathematical Creativity. In S. Chamberlin, P. Liljedahl, & M. Savić (eds.) Mathematical Creativity: A Developmental Perspective, pp. 41-54. New York, NY: Springer.

Joklitschke, J., Baumans, L., Rott, B., Schindler, M., & Liljedahl, P. (in press). Literature Review on Empirical Findings on Creativity in Mathematics among Secondary School Students. In S. Chamberlin, P. Liljedahl, & M. Savić (eds.) Mathematical Creativity: A Developmental Perspective, pp. 81-104. New York, NY: Springer.

Liljedahl, P. (in press). Flow and Variation Theory: Powerful Allies in Creating and Maintaining Thinking in the Classroom. In R. Leikin (ed.) Research in Mathematics Education on the Mathematical Challenges. New York, NY: Springer.

Liljedahl, P. & Allan, D. (2021). Studenting: the behavior, the psychology, and the possibility. In B. Pieronkiewicz (ed.), Different Perspectives on Transgressions in Mathematics and its Education, pp. 179-206. Towarzystwo Autorów i Wydawców Prac Naukowych Universitas.

Czarnocha, B. & Liljedahl, P. (2021). Illuminating Aha! Moments: Relationships among Cognition, Affect, and Conation. In B. Czarnocha & W. Baker (eds.) Creativity of an Aha! Moment and Mathematics Education, pp. 271-298. Boston, MA: Brill. 

Liljedahl, P. & Andrà, C. (2021). Emotions and Learning. In C. Andrà, D. Brunetto, & F. Martignone (eds.) Theorizing and Measuring Affect in Mathematics Teaching and Learning, pp. 3-10. New York, NY: Springer.

Rouleau, A., Ruiz, N., Reyes, C., & Liljedahl, P. (2019). Changing Beliefs: The Case of First-person Vicarious Experiences. In Felmer, P., Liljedahl, P. & Koichu, B. (eds.) Problem Solving in Mathematics Instruction and Teacher Professional Development, pp. 203-218. New York, NY: Springer.

Rouleau, A., Liljedahl, P., Ruiz, N., & Reyes, C. (2019). Examining Sources of Self-Efficacy in Whole-Class Problem-Solving. In Felmer, P., Liljedahl, P. & Koichu, B. (eds.) Problem Solving in Mathematics Instruction and Teacher Professional Development, pp. 219-239. New York, NY: Springer.

Liljedahl, P. (2019). 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, pp. 407-424. New York, NY: Springer.

Liljedahl, P. (2019). Conditions for Supporting Problem Solving: Vertical Non-Permanent Surfaces. In P. Liljedahl & M. Santos-Trigo (eds.) Mathematical Problem Solving: Current Themes, Trends, and Research, pp. 289-310. New York, NY: Springer.

Liljedahl, P. & Santos-Trigo, M. & (2019). Conclusion. In P. Liljedahl & M. Santos-Trigo (eds.) Mathematical Problem Solving: Current Themes, Trends, and Research, pp. 361-362. New York, NY: Springer.

Santos-Trigo, M. & Liljedahl, P. (2019). Introduction. In P. Liljedahl & M. Santos-Trigo (eds.) Mathematical Problem Solving: Current Themes, Trends, and Research, pp. vii-xi. New York, NY: Springer.

Liljedahl, P. (2019). 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, pp. 309-320. New York, NY: Springer.

Liu, M. & Liljedahl, P. (2019). Flow and modelling. In B. Shriraman & S. Chamberlin (eds.) Affect and Mathematical Modeling, pp. 273-295. New York, NY: Springer.

Parhizgar, Z. & Liljedahl, P. (2019). Teaching modeling problems and its effects on students’ attitude toward mathematics and engagement. In B. Shriraman & S. Chamberlin (eds.) Affect and Mathematical Modeling, pp. 235-256. 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. (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.

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. & 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.

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. (pp. 361-386). New York, NY: Springer.

Liljedahl, P. & Oesterle, S. (2014, 2016). Teacher beliefs/ attitudes/ self-efficacy. In S. Lerman (Ed.), Encyclopedia of Mathematics Education. (pp. 583-586). New York, NY: Springer.

Liljedahl, P. & Andrà, C. (2014). Students’ Gazes: New Insights into Student Interactions. In C. Bernack-Schüler, R. Erens, T. Leuders, & A. Eichler (Eds.), Views and Beliefs in Mathematics Education (pp. 213-226). New York, NY: Springer.

Liljedahl, P. (2014). The affordances of using visibly random groups in a mathematics classroom. In Y. Li, E. Silver, & S. Li (Eds.), Transforming Mathematics Instruction: Multiple Approaches and Practices. (pp. 127-144). New York, NY: Springer.

Liljedahl, P. & Allen, D. (2014, 2017). Mathematical discovery. In E. Carayannis (Ed.), Encyclopedia of Creativity, Invention, Innovation, and Entrepreneurship. (pp. 1228-1233). New York, NY: Springer.

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. 209-226). New York, NY: Springer.                    

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.

Liljedahl, P. (2009). Imagination. In B. Kerr (Ed.). Encyclopedia of Giftedness, Creativity and Talent. Sage Publications.

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.

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.

Liljedahl, P. (2008). Initial teacher education. In R. Evans & D. Ball (Eds.), ICMI Study Volume 15: Teacher Education. (pp. 25-33). New York, NY: Springer.

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.

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.), 69^th NCTM Yearbook – The Learning of Mathematics (pp. 319-330). Reston, VA: National Council of Teachers of Mathematics.

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.

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.