Dr. Daniel Jarvis
Areas of Specialization:
Mathematics Education, Technology in Education, Interdisciplinary Studies, Teacher Professional Learning
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.