BOOKS

Jarvis, D. H., & Naested, I. (2012). Exploring the math and art connection: Teaching and learning between the lines. Brush Education. (ISBN 9781550593983)

 

 

 

EDITED BOOKS

Corkett, J., Jarvis, D. H., Scott, J., & Steele, A. (Eds.). (2018). Beyond and within: Living and teaching in majority world countries. CreateSpace. (ISBN 9781718971677)

 

 

 

Jarvis, D. H., & Kariuki, M. (Eds.). (2017). Co-teaching in higher education: From theory to co-practice. University of Toronto Press. (ISBN 9781487501921)

 

 

 

 

Elliott-Johns, S. E., & Jarvis, D. H. (Eds.). (2013). Perspectives on transitions in schooling and instructional practice. University of Toronto Press. (ISBN 9781442614819)

 

 

 

BOOK CHAPTERS

Jarvis, D. H., Dreise, K., Buteau, C., LaForme-Csordas, S., Doran, C., & Novoseltsev, A. (2022). CAS use in university mathematics teaching and assessment: Applying Oates’ Taxonomy for Integrated Technology. In P. Richard & M. P. Vélez Melón (Eds.), Mathematics education in the age of artificial intelligence: How artificial intelligence can serve mathematical human learning. Part of the series, Mathematics Education in the Digital Era. Springer Nature. (ISBN 3030869083)

 

 

Jarvis, D. H., & Jarvis, A. E. (2022). Teacher–student reciprocities within three educational models. In M. Hughes & K. Badley (Eds.), Joyful resilience as educational practice: Transforming teaching challenges into opportunities (pp. 136-157). Routledge. (ISBN 9780367644192)

 

 

 

Black, G. L., Jarvis, D. H., & Cantalini-Williams, M. T. (2021). Engaging teacher candidates in a curriculum development initiative: Education for Innovation (E4I). In J. Nichol & M. Jacobsen (Eds.), Preparing teachers as curriculum designers. Canadian Association of Teacher Educators (CATE) (pp. 154-190).

Jarvis, D. H. (2019). Transitions in secondary education in Canada. In M. Teresa Tatto & I. Menter (Eds.), Bloomsbury education and childhood studies [Online]. Bloomsbury.

 

Jarvis, D. H., & Scott, J. (2018). Facilitating international teacher placements: Rigid flexibility and profound learning experiences. In J. Corkett, D. Jarvis, J. Scott, & A. Steele (Eds.), Beyond and within: Living and teaching in majority world countries (pp. 131-141). CreateSpace.

 

 

 

Kariuki, M., & Jarvis, D. H. (2017). Co-teaching in graduate education. In D. H. Jarvis & M. Kariuki (Eds.), Co-teaching in higher education: From theory to co-practice (pp. 201-220). University of Toronto Press.

Jarvis, D. H., & Kariuki, M. (2017). Coda: From theory to co-practice in higher education. In D. H. Jarvis & M. Kariuki (Eds.), Co-teaching in higher education: From theory to co-practice (pp. 221-238). 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 (pp. 293-319). University of Toronto Press.

Elliott-Johns, S. E., & Jarvis, D. H. (2013). Coda: Supporting students and teachers within and across transitional spaces.  In S. E. Elliott-Johns & D. H. Jarvis (Eds.), Perspectives on transitions in schooling and instructional practice (pp. 486-493). University of Toronto Press.

 

Wideman, R., & Jarvis, D. H. (2012). Teacher empowerment and collaborative action research. In R. Dawson (Ed.), Teachers Learning Together: Lessons from collaborative action research in practice (pp. 11-26). Elementary Teachers’ Federation of Ontario.

Jarvis, D. H., Mgombelo, J., & Franks, D. (2012). Problem-based mathematics as a content area for collaborative action research. In R. Dawson (Ed.), Teachers Learning Together: Lessons from collaborative action research in practice (pp. 81-94). Elementary Teachers’ Federation of Ontario.

 

Jarvis, D. H., & Franks, D. (2012). Interactive notes and self-differentiated instruction: Findings from a case study involving the use of mobile technologies in Grade 9 mathematics education. In D. Martinovic, Z. Karadag, & D. McDougall (Eds.), Technology in mathematics education: Contemporary issues (pp. 25-66). Informing Science Institute (ISI).

 

 

 

Jarvis, D. H. (2012). Teaching mathematics teachers online: Strategies for navigating the intersection of andragogy, technology, and reform-based mathematics education. In A. Juan, M. A. Huertas, S. Trenholm, & C. Steegmann (Eds.), Teaching mathematics online: Emergent technologies and methodologies (pp. 187-199). IGI Global.

 

 

Jarvis, D. H., Hohenwarter, M., & Lavicza, Z. (2011). GeoGebra, democratic access, and sustainability: Realizing the 21st-century potential of dynamic mathematics for all. In L. Bu & R. C. Schoen (Eds.), Model-centered learning:  Pathways to mathematical understanding using GeoGebra (pp. 231-241). Sense Publishers.

 

 

 

Jarvis, D. H. (2010). Portraiture as epistemological encounter: Knowing through skilful observation. In M. Blatherwick & H. Pearse (Eds.), What works: Innovative strategies for teaching art (pp. 103-106). Canadian Society for Education through Art.

 

 

 

Lagrange, J.-B., Grugeon-Allys, B., Jarvis, D. H. with Alagic, M., Das, M., den Hertog, J., & Hunscheidt, D. (2009). Teacher education courses in mathematics and technology: Analyzing views and options. In L. H. Son, N. Sinclair, J.-B. Lagrange, & C. Hoyles (Eds.), ICMI Study 17: Digital technologies in mathematics education–Rethinking the terrain (pp. 329-345). Springer.

 

 

 

BOOK REVIEWS (SELECTED)

Jarvis, D. H. (2020). [Review of the book, Perspectives on educational practice around the world, by S. Hammond & M. Sangster]. The International Review of Education, 66(2-3), 445-448. https://doi.org/10.1007/s11159-020-09836-z

Jarvis, D. H. (2018). [Review of the book, Mobile learning through digital media literacy, by B. S. de Abreu with V. Tomé]. The International Review of Education, 64(6), 867-870. https://doi.org/10.1007/s11159-018-9742-x

 

 

 

Jarvis, D. H. (2018). [Review of the book, Education in the United Kingdom, edited by C. Brock]. The International Review of Education, 64(2), 273-277. https://doi.org/10.1007/s11159-017-9676-8

 

 

 

 

Jarvis, D. H. (2018). [Review of the book, Adult education and the planetary condition, co-edited by A. Harju & A. Heikkinen]. The International Review of Education, 64(1), 134-143. https://doi.org/10.1007/s11159-017-9681-y

 

 

 

Jarvis, D. H. (2016). [Review of the book, Universities and engagement: International perspectives on higher education and lifelong learning, co-edited by J. Field, B. Schmidt-Hertha, & A. Waxenegger]. The International Review of Education, 63(1), 123-128. https://doi.org/10.1007/s11159-016-9582-5

 

 

 

Jarvis, D. H. (2016). [Review of the book, How to teach adults: Plan your class, teach your students, change the world, by D. Spalding]. The International Review of Education, 62(6), 827-829. https://doi.org/10.1007/s11159-016-9579-0

 

 

 

Jarvis, D. H. (2016). [Review of the book, Digital literacies in education, co-edited by Y. Crotty & M. Farren]. The International Review of Education, 62(4), 655-658. https://doi.org/10.1007/s11159-016-9578-1

 

 

 

 

Jarvis, D. H. (2015). [Review of the book, MOOCs, by J. Haber]. The International Review of Education, 61(4), 573-575. https://doi.org/10.1007/s11159-015-9499-4

 

 

 

 

Jarvis, D. H. (2014). [Review of the book, Introduction to education studies (3rd ed.), by S. Bartlett & D. Burton]. The International Review of Education, 60(4), 583-585. https://doi.org/10.1007/s11159-014-9428-y

 

 

 

Jarvis, D. H. (2014). [Review of the book (4 volumes), Balancing freedom, autonomy and accountability in education, co-edited by C. L. Glenn, J. De Groof, & C. Stillings Candal]. The International Review of Education, 60(1), 153-158. https://doi.org/10.1007/s11159-013-9393-x

 

 

 

Jarvis, D. H. (2012). [Review of the book, Practitioner research in teacher education: Theory and best practices co-edited by I. M. Saleh & M. S. Khine]. The International Review of Education, 58(6), 799-804. https://doi.org/10.1007/s11159-012-9314-4

 

 

 

Jarvis, D. H. (2012). [Review of the book, Teacher education for change: The theory behind the Council of Europe Pestalozzi Programme, co-edited by J. Huber & P. Mompoint-Gaillard]. The International Review of Education, 58(5), 705-708. https://doi.org/10.1007/s11159-012-9321-5

 

 

 

Jarvis, D. H. (2011). [Review of the book, The educational challenge of cultural diversity in the international context co-edited by C. Govaris & S. Kaldi]. The International Review of Education, 57(3-4), 513-516. https://doi.org/10.1007/s11159-011-9229-5

 

 

 

Jarvis, D. H. (2011). [Review of the book, Changing educational landscapes: Educational policies, schooling systems and higher education—A comparative perspective edited by D. Mattheou]. The International Review of Education, 57(1-2), 237-240. https://doi.org/10.1007/s11159-011-9196-x

 

 

 

JOURNAL EDITOR & SPECIAL ISSUE GUEST EDITOR (SELECTED)

Jarvis, D. H. (2016). Editor’s Message. Ontario Mathematics Gazette, 54(4), 2-5.

 

 

 

Jarvis, D. H., & Ziatdinov, R. (Eds.). (2013). Editorial. Special Issue for GeoGebra in the Digital Era, European Journal of Contemporary Education, 4(2).

 

 

 

Franks, D., Jarvis, D. H., & Wideman, R. (Eds.). (2011). Editorial. Special Issue for Teachers Learning Together Collaborative Action Research (ETFO/CODE), Canadian Journal of Action Research, 12(3). [online journal]

 

Caron, F., Pineau, K., Jarvis, D. H., & Wester, M. (Eds.). (2010). Editorial. Special Issue for Applications of Computer Algebra, International Journal for Technology in Mathematics Education, 17(2).

 

 

 

PAPERS IN REFEREED JOURNALS (SELECTED)

Yunianto, W., Jarvis, D., Lavicza, L., Hainul Putra, Z., & El-Bedewy, S. (2024, submitted). Young students could do it too!: Textual programming with GeoGebra to learn mathematics, visual arts, and computational thinking. Education 3-13.

 

 

 

Kaszuba, A., Mady, C., & Jarvis, D. (2024). Exploring the use of communities of practice as professional development for French as a Second Language teachers. Canadian Journal of Applied Linguistics.

 

 

 

Grant, R., Mady, C., & Jarvis, D. (2024). Offering professional development in French for French as a second language teachers: An opportunity to support their language proficiency and confidence. Journal of Education and Learning.

 

 

 

Jarvis, D. H., McCullough, K. D., & McParland, T. R. (2021). Nurse education and mathematical competency: Implementation of an online, self-directed, prerequisite model. [Special Issue: Research Contributions to Improve Public Health through Mathematics and Scientific Literacies]. International Journal of Environmental Research and Public Health, 18(24), Article 13106. [Online] https://doi.org/10.3390/ijerph182413106

Jarvis, D. H., & Mady, C. (2021). Culture, confidence, and crêpes sucrées: Exploring teacher candidate perceptions of francophone homestay Community Leadership Experiences. Journal of Language Teaching and Research, 12(4). [Online] https://doi.org/10.17507/jltr.1204.02

Jarvis, D. H., Black, G. L., & Cantalini-Williams, M. T. (2020, Spring). Education for Innovation (E4I): Exploring the developmental process of a Canadian curriculum resource. Alberta Journal of Educational Research, 66(1), 72-99.

Cantalini-Williams, M., Black, G., Jarvis, D., & Guibert, J. (2018, Fall). Leading-edge administrators using technology to promote innovation, CAP Journal, 21-23.

 

 

 

Jarvis, D. H., Buteau, C., Doran, C., & Novoseltsev, A. (2018). Innovative CAS technology use in university mathematics teaching and assessment: Findings from a case study in Alberta, Canada. Journal of Computers in Mathematics and Science Teaching, 37(4), 309-354. ISSN: 0731-9258

 

 

 

Jarvis, D. H.,Wachowiak, M. P.,Walters, D. F., & Kovacs, J. M. (2017). Adoption of web-based spatial tools by agricultural producers: Conversations with seven northeastern Ontario farmers using the GeoVisage decision support system. [Special Issue: Smart machines, remote sensing, precision farming, processes, mechatronic, materials and policies for safety and health aspects] Agriculture, 7(8), Article 69. [Online] https://doi.org/10.3390/agriculture7080069

 

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. [Online] https://doi.org/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. [Online] https://doi.org/10.17483/2368-6669.1024

 

 

Jarvis, D. H., Buteau, C., & Lavicza, Z. (2014). Computer Algebra System (CAS) usage and sustainability in university mathematics instruction: Findings from an international study. Research Journal of Mathematics and Technology, 3(2), 126-138.

 

 

 

Jarvis, D. H., Lavicza, Z., & Buteau, C. (2014). Systemic shifts in instructional technology: Findings of a comparative case study of two university mathematics departments. International Journal for Technology in Mathematics Education, 21(4), 117-142.

 

 

 

Buteau, C., Jarvis, D. H., & Lavicza, Z. (2014). On the Integration of Computer Algebra Systems (CAS) by Canadian Mathematicians: Results of a National Survey. Canadian Journal of Science, Mathematics and Technology Education, 14(1), 35-57.

 

 

 

Marshall, N., Jarvis, D. H., Lavicza, Z., & Buteau, C. (2012). Do mathematicians integrate Computer Algebra Systems in university teaching? Comparing a literature review to an international survey study. Computers & Education, 58(1), 423-434.

Jarvis, D. H. (2012). ROCK-solid authentic leadership: An ancient metaphor for a post-modern praxis. The OPC Register, 14(4), 22-25.

 

 

 

Jarvis, D. H. (2012). RE4MUL8: Creating an online and mobile technology support for Grade 7-8 teachers of mathematics. Ontario Mathematics Gazette, 51(2), 24-27.

 

 

 

Bruce, C. D., Jarvis, D. H., Brock, E., & Flynn, T. (2011). Lead teachers in collaborative action research: Perceptions of role and responsibility. Canadian Journal of Action Research, 12(3), 13-28. [Online]

 

 

Jarvis, D. H., & Franks, D. (2011). “Messy time” transition to reform-based mathematics teaching and learning. Ontario Mathematics Gazette, 49(4), 28-34.

 

 

 

Buteau, C., Marshall, N., Jarvis, D. H, & Lavicza, Z. (2010). Integrating Computer Algebra Systems in post-secondary mathematics education: Preliminary results of a literature review. International Journal for Technology in Mathematics Education, 17(2), 57-68.

 

 

 

PAPERS IN CONFERENCE PROCEEDINGS (SELECTED)

Jarvis, D. H., Cantalini-Williams, M. T., & Black, G. L. (2018, May). Education for Innovation (E4I): A national initiative promoting innovation in Canadian schools, Athens: Athens Institute for Education and Research Conference Paper Series, No: EDU2018-2489.

Jarvis, D. H., Lavicza, Z., & Buteau, C. (2013). Computer Algebra System (CAS) usage and sustainability in university mathematics instruction: Findings from an international study. In proceedings of the 12th International Congress on Mathematical Education (ICME-12): Topic Study Group 18: Analysis of Uses of Technology in the Teaching of Mathematics, July 2012, Seoul, South Korea.

Richard P. R., Freiman V., & Jarvis D. H. (2012). L’enseignement des mathématiques au Québec, dans J.-L. Dorier & S. Coutat (Éds.), Enseignement des mathématiques et contrat social : Enjeux et défis pour le 21e siècle, Actes du colloque de L’Espace Mathématique Francophone (EMF2012), Université de Genève, La Suisse.

Freiman, V., Richard P. R., & Jarvis D. H. (2012). L’enseignement des mathématiques au Nouveau-Brunswick (Secteur Francophone), dans J.-L. Dorier & S. Coutat (Éds.), Enseignement des mathématiques et contrat social : Enjeux et défis pour le 21e siècle, Actes du colloque de L’Espace Mathématique Francophone (EMF2012), Université de Genève, La Suisse.

Jarvis, D. H., Brock, E., Freiman, V., & Richard P. R. (2012). L’enseignement des mathématiques en français au Canada anglais: Cas de l’Ontario et aperçu des autres provinces et territoires,dans J.-L. Dorier & S. Coutat (Éds.), Enseignement des mathématiques et contrat social : Enjeux et défis pour le 21e siècle, Actes du colloque de L’Espace Mathématique Francophone (EMF2012), Université de Genève, La Suisse.

CURRICULUM AND SUPPORT DOCUMENTS

Cantalini-Williams, M., Black, G., Jarvis, D. H., & Guibert, J. (2018). Education for innovation: K-12 (2nd ed.). Rideau Hall Foundation, Ottawa.

Cantalini-Williams, M., Black, G., Jarvis, D. H., & Guibert, J. (2020). Education for innovation: K-12 (2nd ed.). D2L Brightspace Version. Rideau Hall Foundation, Ottawa.

 

 

Jarvis, D. H., & Veres, T. (2017). Critical transitions in student mathematical development, elementary to secondary school: Literature review and research study findings. Mathematics Knowledge Network, Critical Transitions Community of Practice. [Online]

 

 

 

Jarvis, D. H. (2004). Leading math success: Notable strategies–Closing the gap.
Toronto, ON: Ontario Ministry of Education. Differentiated Instruction Research and Literature Review.

Jarvis, D. H. (2004). Leading math success: Mathematical literacy, Grades 7-12: The report of the expert panel on student success in Ontario. Toronto, ON: Ontario Ministry of Education. Research, writing, and reference formatting.

 

Jarvis, D. H., & Onslow, B. A. (2003). Targeted implementation and planning supports: Grades 7, 8, 9 Applied mathematics. Toronto, ON: Ontario Ministry of Education. Background mathematics education research component for provincial support document.

 

 

 

THESES

Jarvis, D. H. (2009). Parametric creativity: Curriculum Negotiation and professional development models in mathematics education. Köln, Germany: Lambert. (ISBN 978-3-8383-1596-6)

 

 

 

Jarvis, D. H. (2006). Tracking the T.I.P.S. mathematics document: Curriculum negotiation and professional development models. Unpublished doctoral thesis, University of Western Ontario, London, Ontario.

Jarvis, D. H. (2001). Learning between the lines: A syncretistic experiment in mathematics and visual arts education. Unpublished master’s thesis, Nipissing University, North Bay, Ontario.