Locke, T. E. (2024). Effective School Leadership to Support Innovative Teaching: Mathematics Education Using the Thinking Classrooms Framework [Master's Thesis, University of Manitoba].

Beinke, A., O'Keeffe, L, Albrecht, A., & White, B. (2024). An Approach to Building Thinking Classrooms in Year 7 Mathematics, Australian Mathematics Education Journal, 6(1), 4-10.

Muir, T. (2023). Achieving Teacher Professional Growth Through a Focus on Making Students' Mathematical Thinking Visible. In B. Reid-O'Connor, E. Preto-Rodriguez, K. Holmes, & A. Hughes (Eds.), Weaving Mathematics Education Research from All Perspectives, Proceedings of the 45th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 371-378). Newcastle: MERGA.

Liljedahl, P. (2023). Flow and Variation Theory: Powerful Allies in Creating and Maintaining Thinking in the Classroom. In R. Leikin (Ed.) Mathematical Challenges for All, pp. 539-563. New York, NY: Springer.

Pruner, M. J. (2023). Complexity and Collaborative Problem Solving. [Doctoral Dissertation, Simon Fraser University]. 

Reiser, E., & Trusnovec, J. (2023). The Thinking Classroom in a College Setting: A Case Study. Journal of Mathematics Education at Teachers College, 14(1), 33-36.

Valbekmo, I. & Bjuland, R. (2023). Students’ Reasoned Dialogs During Problem Solving in a Norwegian Thinking Classroom. Nordic Studies in Mathematics Education, 28(1-2), 59–78.

Wilhelm, K. T. (2023). Pull Out the Chalk Boards, the Thinking Classroom: An Initiative for Leaders to Consider. International Conference on Educational Leadership and Management, 3(2-13), 457-472.

Campbell, T., Green, M., & Rich, E. (2023). Intervening in Mathematics Group Work in the Middle Grades. 수학교육연구, 26(1), 1-17.

Liljedahl, P. (2022). Group Creativity. In S. Chamberlin, P. Liljedahl, & M. Savić (Eds.) Mathematical Creativity: A Developmental Perspective, pp. 173-195. New York, NY: Springer.

Larsen, J. & Liljedahl, P. (2022). Building Thinking Classrooms Online: From Practice to Theory and Back Again. Adults Learning Mathematics: An International Research Journal.

Liljedahl, P. (2022). Innovation in the Teaching Mathematics: Rethinking the Foundational Principles that Underpin Teaching. Proceedings of the Singapore National Academy of Science, 6(1).

Viitala, H. (2022). Finding My Way: A Search for Teacher Identity. In Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME 12).

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.

Pruner M. & Liljedahl, P. (2021). Collaborative Problem Solving in a Choice-Affluent Environment. ZDM: Mathematics Education, 53(4), 753-770.

Mellone, M., Pacelli, T., & Liljedahl, P. (2021). Cultural Transposition of Thinking Classroom: To Conceive Possible Unthoughts in Problem Solving Activity in Mathematics Education. ZDM: Mathematics Education, 53(4), 785-798.

Liljedahl, P. & Larsen, J. (2021). Building Thinking Classrooms Online: A Closer Look at The Types of Tasks we Use. Virginia Mathematics Teacher, 47(1), 8-14.

Valbekmo, I., & Svorkmo, A. G. (2021). Whiteboards as a Problem-Solving Tool. In Nortvedt, G. A. et. al. (Eds.), Proceedings of Norma 20 The Ninth Nordic Conference on Mathematics Education, Oslo. 

Gitchos, P. (2021). Measuring the Effects of a Thinking Classroom on Students' Problem-Solving Ability [Master's Capstone, Western Governors University].

Ng, O. L., Ting, F., Lam, W. H., & Liu, M. (2020). Active Learning in Undergraduate Mathematics Tutorials via Cooperative Problem-Based Learning and Peer Assessment with Interactive Online Whiteboards. The Asia-Pacific Education Researcher, 29, 285-294.

Bakke, K. (2020). The Steps to Building a Thinking Classroom. [Master's Final Project, University of Montana].

Liljedahl, P. (2019). Institutional Norms: The Assumed, the Actual, and the Possible. In Graven, M., Venkat, H., Essien, A. & Vale, P. (Eds). Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 1, 1-16. Pretoria, South Africa: PME.

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.

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.

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. 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.

Fahlström, M., & Sumpter, L. (2018). A Model for the Role of the Physical Environment in Mathematics Education. Nordic Studies in Mathematics Education, 23(1), 29-45.

Di Martino, P. (2018). Affect and Aesthetics in Mathematical Problem-Solving: New Trends, Methodologies, Results and Critical Aspects. Broadening the Scope of Research on Mathematical Problem Solving: A Focus on Technology, Creativity and Affect, 541-546.

Larsen, J. (2018). The Invisible Teacher – Engaging Students in a ‘Thinking Classroom’. Boundaries and Bridges: Adults Learning Mathematics in a Fractured World.

Baldwin, B. (2018). The Relationship In Between Mathematics Students’ Self and Group Efficacies in a Thinking Classroom. [Master's Thesis, Simon Fraser Univeristy].

McGregor, C. (2018). Reduction of Mathematics Anxiety through Use of Vertical Non-Permanent Surfaces and Group Discussion. [Master's Thesis, Simon Fraser University]. 

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.

Chiru, O. (2017). Occasioning Flow in the Mathematics Classroom: Optimal Experiences in Common Places. [Master's Thesis, Simon Fraser University]. 

Liljedahl, P. (2016). Building Thinking Classrooms: Conditions for Problem-Solving. In: Felmer, P., Pehkonen, E., Kilpatrick, J. (Eds.) Posing and Solving Mathematical Problems. Research in Mathematics Education. Springer, Cham.

Liljedahl, P. (2016). Flow: A Framework for Discussing Teaching. Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, Szeged, Hungary

Pruner, M. J. (2016). Observations in a Thinking Classroom. [Master's Thesis, Simon Fraser University]. 

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.

Liljedahl, P. & Allan, D. (2013). Studenting: The Case of “Now You Try One”. In Lindmeier, A. M. & Heinze, A. (Eds.). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, 3, pp. 257-264. Kiel, Germany: PME.

Liljedahl, P. & Allan, D. (2013). Studenting: The Case of Homework. Proceedings of the 35th Conference for Psychology of Mathematics Education – North American Chapter. Chicago, USA.

Liljedahl, P. & Allan, D. (2013). Studenting: The Case of Homework. Proceedings of the 35th Conference for Psychology of Mathematics Education – North American Chapter. Chicago, USA.