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  • What people are saying about Imaginative Education

    It’s great stuff! I was exposed to it through the article in Educational Leadership and I am now reading the book. It makes so much sense! Thank you for your great work! Dave Bell (Texas)

    When I started to use IE several years ago now, that I tried it out in a few lessons here and there, was amazed at the success and then began to look for other areas and subjects in which I could use the Lesson Planning Frameworks and other aspects of the theory. Pamela Hagen.

    I am just back home after a great pro-day and still reeling from all that I learned from your workshop. Pamela Walker (Victoria, B.C.)

    I've been having a great deal of success with IE in the classroom. I taught grade 5 last year using IE-based concepts and had a GREAT year. I'm teaching kindergarten this year and using the concepts again - so far so fabulous! Mary Mulleady, (Teacher, Surrey.)

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    Meet the members of IERG

    You can learn more about IERG members by viewing the IERG Organizational Structure Chart, Country of Origin table, Alphabetical Name Listing, or by Subject Category


    Name: Peter Liljedahl | Email: pgl@sfu.ca

    Country: Canada
    Website:  
    Subject: math
    Member Category: Associate Directors
    Specialties: Subjects (curriculum development and teaching)

    Bio:
    Peter Liljedahl is a former high school mathematics teacher and a father of three very energetic children.  Currently he is an assistant professor in mathematics education at Simon Fraser University. Peter's interest, and area of research, lies in creative problem solving in general and in the phenomena of insight and illumination in particular. To this end he studies how such AHA! experiences affect student learning, both from the perspective of the cognitive domain as well as the affective domain. Of particular interest to him is how such phenomena affect students' beliefs and attitudes about mathematics, as well as their beliefs and attitudes about their own ability to do mathematics. In addition, Peter is keenly interested in the role of the imagination in the teaching, learning, and 'doing' of mathematics.