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Dr. Daniel Jarvis

Dr. Dan Jarvis

Dr. Daniel Jarvis

Schulich School of Education - Professor
office: H331
email: danj@nipissingu.ca
tel: (705) 474-3450      
ext: 4445
fax: 705-474-1947
web: Daniel Jarvis' Website


Dr. Jarvis teaches courses in the teacher education (BEd) and graduate education (MEd/PhD) programs within the Schulich School of Education. His research interests include instructional technology (particularly in mathematics), curriculum integration, teacher professional learning, and mathematics of the workplace. He has recently collaborated on a SSHRC-funded international (Canada/UK) research project exploring the use of Computer Algebra Systems (CAS) technology in undergraduate mathematics instruction. He is currently involved in the following collaborative research projects: co-teaching in graduate studies (with Dr. Kariuki); mathematics and technology use in nursing education and practice (with School of Nursing); GeoVisage, a spatial decision support tool for northern Ontario farmers (with Geography & Computer Science); CAS technology use in undergraduate mathematics teaching (with colleagues from Brock U and U Alberta); and, QED-Tutrix math software implementation (SSHRC Insight Grant; international team). Dan is the co-author (with Dr. Irene Naested) of the book, Exploring the math and art connection: Teaching and learning between the lines (Brush Education, 2012); and, co-editor (with Dr. Susan Elliott-Johns) of the book, Perspectives on transitions in schooling and instructional practice (University of Toronto Press, 2013). 


BA, University of Waterloo;
BEd, Nipissing University;
MEd, Nipissing University;
PhD, Western University

Areas of Specialization:

​Mathematics Education, Technology in Education, Interdisciplinary Studies, Teacher Professional Learning

Research Interests:

Mathematics Reform, Technology in Mathematics Education, Teacher Professional Learning, Educational Leadership

Current & Future Research:

Mathematics Knowledge Network (Centre for Mathematics Education, Fields Institute); Community of Practice: Critical Transitions in Mathematical Development. 

Choose a Path that Includes Math, External Developmental/Evaluative Review Research (Council of Ontario Directors of Education/Ontario Ministry of Education)


Jarvis, D. H., & Kariuki, M. (Eds.). (2017). Co-teaching in higher education: From theory to co-practice. Toronto, ON: University of Toronto Press.

Jarvis, D. H. (2016). Messy but meaningful: Exploring the transition to reform-based pedagogy with teachers of mathematics and coordinators in Ontario, Canada. Teacher Development, 20(1), 18-39. DOI: 10.1080/13664530.2015.1108928

Jarvis, D. H., Kozuskanich, A., Law, B., & McCullough, K. D. (2014). The techno-numerate nurse: Results of a study exploring nursing student and nurse perceptions of workplace mathematics and technology demands. Quality Advancement in Nursing Education, 1(2), Article 5. DOI: 10.17483/2368-6669.1024 

Elliott-Johns, S. E., & Jarvis, D. H. (Eds.). (2013). Perspectives on transitions in schooling and instructional practice. Toronto, ON: University of Toronto Press.

Jarvis, D. H. (2013). Exploring a “family of schools” model for cross-panel mathematics teacher professional development. In S. E. Elliott-Johns and D. H. Jarvis (Eds.), Perspectives on transitions in schooling and instructional practice. Toronto, ON: University of Toronto Press.

Buteau, C., Jarvis, D. H., & Lavicza, Z. (2013). On the integration of Computer Algebra Systems (CAS) by Canadian mathematicians: Results of a national survey. Canadian Journal of Science, Mathematics and Technology Education.

Courses Taught:

  • Undergraduate Courses:
    • EDUC 4274: Pre-Service: Mathematics Education (Primary/Junior)
    • EDUC 4605/15: In-Service: Primary/Junior Additional Basic Qualifications
  • Graduate Courses:
    • EDUC 5196: Understanding Education
    • EDUC 5157: Survey of Research Methods
    • EDUC 5236: Curricular Strategies
    • EDUC 5676: Qualitative Approaches to Educational Research
    • EDUC 6116: Critical Conversations in Educational Research
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