## What is/are Cs Educator?

Cs Educator - Dietetics educators have an ethical and professional mandate to address diversity, equity, and inclusion within their programs.^{[1]}Much like the society in those days, where there was a wary public feeling about the rigidness of the mathematical instruction in Pythagoras’ school, mathematics educators find themselves in a similar position in the common era of 2020.

^{[2]}We recommend that statistics educators consider the role of statistics anxiety as well as attitudes toward statistics and the field when designing their pedagogical approach.

^{[3]}The 21st century physics educators are expected to have 21st century skills, one of which is having life and career skills.

^{[4]}He was widely known and respected as a mathematics educator and historian of mathematics (Karp & Roberts, 2014).

^{[5]}CS Educators, after all, teach CS covering all areas of CS.

^{[6]}This collaborative action research aimed to understand how a schoolteacher, science educator, mathematics educator, scientist, and engineer were able to work collaboratively in STEM lessons.

^{[7]}It was also recommended that Mathematics educators in colleges of education and universities should deploy the instructional environment as a veritable tool for re-directing narratives across the field of Mathematics Education, and that Non-governmental organizations (NGOs) and government agencies in the educational and cultural sectors should make use of the ethnomathematics platform to drive their initiatives in grassroots development.

^{[8]}Computer science needs to be sustainable, and CS educators have an important role to play in changing the discipline.

^{[9]}This article focuses on three contemporary relationships amplified by the COVID-19 pandemic: (1) school mathematics and national health, (2) mathematics educators’ roles in distinguishing the health needs of students, and (3) mathematics instruction as either enhancing or threatening students’ mental health and social adjustment.

^{[10]}At a time when Classical subjects are in a perilous position in both the school and university curriculum, it is vital that Classics educators in the secondary and tertiary sectors work together to share information effectively.

^{[11]}Conclusions: Many dietetics educators used innovative strategies to teach vegetarian/vegan nutrition.

^{[12]}There is also a need for more exchanges and interdisciplinary collaborations between mathematics educators, other discipline-based educators, and general educators, especially educational sociologists, for the advancement of research in this area.

^{[13]}The mathematics teachers’ perceptions of their teaching actions that support high-leverage practices will benefit mathematics coaches, mathematics educators, professional development providers, and the teachers themselves.

^{[14]}An analysis of the situation in Russia reveals the existence of a significant group of mathematics educators, parents, and children interested in the development of mathematics competitions.

^{[15]}The challenge faced by economics educators is to identify how to help students who lack the technical skills and knowledge to conduct appropriate analyses and understand the uncertainty and complexity of economic problems and policies.

^{[16]}Identifying conversational prompts can assist non-Indigenous mathematics educators, who wish to be allies, to challenge their own and others’ assumptions about normal social justice issues related to mathematics education for Indigenous students.

^{[17]}It is hoped that the module developed can be used as a guide to all education, especially mathematics educators in implementing the teaching and learning process based on character education.

^{[18]}For four or five decades, science educators, including physics educators, have benefited from the work of Piaget and neo-Piagetians.

^{[19]}Second, students may not have developed an aesthetic sense in which they appreciate insight in ways which are regularly discussed by mathematics educators.

^{[20]}Our research opens many future research directions for (remote) pair programming, and indicates practices that may prove useful for CS educators at all levels.

^{[21]}The present paper describes a collaboration between electrical and computer engineers and physics educators, whereby a physics unit was created to embed engineering practices in the design of a night light.

^{[22]}Furthermore, mathematics educators should engage in instructional practices which facilitate prospective teachers’ acquisition of in-depth understanding of mathematics conceptual relationships and differences.

^{[23]}This paper is written for mathematics educators and researchers engaged at the elementary and middle school levels and interested in exploring ideas and representations for introducing students to ratio and proportion and for making a smooth transition from multiplication and division by whole numbers to their counterparts with fractions.

^{[24]}This poster will be of interest to post-secondary and K-12 CS educators, CS Principles teachers, and others interested in broadening participation in K16.

^{[25]}The CS Materials workshop will provide a hands-on experience to instructors to use the system to classify their own course content against the ACM IEEE CS 2013 guidelines and contribute to a shared public resource for CS educators.

^{[26]}We provide advice for others aiming for integration and raise questions for CS educators about how we might better support learning in other disciplines.

^{[27]}Two mathematics educators who had a master's degree in mathematics education carried out the evaluation process.

^{[28]}For CS educators interested in engaging families, we propose that a multi-layered communication approach is required to maintain connection with parents, especially during unpredictable circumstances.

^{[29]}However, while many CS educators recognize the importance of supporting their students' mental health, many feel ill-equipped to do so, are unsure if their approaches are helpful, and seek a community of educators with whom they can share ideas.

^{[30]}Researchers and practitioners can utilize this scale to understand what motivates teachers to become CS educators and explore how such motivations can be leveraged to strengthen CSEd.

^{[31]}For many mathematics educators who have been using CAS, this material is of great interest, particularly for secondary teachers and university instructors who plan to introduce an alternative CAS into their classrooms.

^{[32]}The present study not only provides evidences on the specific comprehension subskills that contribute to word-problem solving, but also provides practical implications for mathematics educators, and research insights for future word-problem studies.

^{[33]}-Mexico border, this paper provides evidence to show how physics educators can use FK to engage students in learning introductory college physics concepts.

^{[34]}Outcomes of the study specified a noteworthy variance of government with non-government CS educators -about Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technical Pedagogic Know-how (TPK) nevertheless, non-noteworthy variance regarding Technological Content Knowledge (TCK) and TPACK.

^{[35]}Polya's ideas about the four phases of solving math problems are of particular concern to mathematics educators.

^{[36]}For mathematics educators wishing to plan workshops for adults, this study offers a method for investigating adults’ knowledge of early numerical activities, as well as a starting point with which to plan appropriate workshops.

^{[37]}Physics educators often struggle with how to tackle complex content such as electric potential.

^{[38]}Other than that, I very highly recommend the book not only as a great, first time introductory course to experimental mathematics for mathematics students, but also compulsory reading for mathematics educators from high school to college and university level.

^{[39]}Source of data for needs analysis are senior high 40 school students and 18 physics educators in Lampung.

^{[40]}For CS educators, the COVID-19 pandemic and the resulting switch to remote-learning add new challenges to the tasks of helping learners understand abstract PDC concepts and equipping them with hands-on practical skills.

^{[41]}This is a decades-long tale of my glancing friendship with distinguished mathematician and mathematics educator Peter Hilton and his constant collaborator Jean Pedersen.

^{[42]}The subject of his research was a Physics educator at SMA Negeri 4 Takalar.

^{[43]}Practicality test by 1 physics educator and 24 class VIII B students of SMP Negeri 16 Kerinci.

^{[44]}The story is an important milestone in the history of mathematics, and many teachers and mathematics educators like bringing it to a secondary school classroom or a course for mathematics teachers.

^{[45]}For many mathematics educators who have been using CAS, this material is of great interest, particularly for secondary teachers and university instructors who plan to introduce an alternative CAS into their classrooms.

^{[46]}We are well aware of the centuries of attention paid to the notion of intuition by mathematicians, mathematics educators, philosophers, psychologists, historians, and others.

^{[47]}Providing example problems that stimulate curiosity and cultivate intuition among students is a prominent responsibility for physics educators.

^{[48]}Mathematics educators commonly believe that an open-ended approach could facilitate students to build their creative thinking ability and its disposition, especially in geometry.

^{[49]}The study provides mathematics educators a hypothetical learning trajectory as a platform which facilitates a Realistic Mathematics Education approach to teaching function especially to develop algebraic thinking skills.

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## 12 Cs Educator

This poster will be of interest to post-secondary and K-12 CS educators, CS Principles teachers, and others interested in broadening participation in K16.^{[1]}This Special Session is aimed toward K-12 CS educators, researchers, and curriculum and tool designers.

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