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Conceptual field theory and didactic situation theory Two complementary theories for thinking about and organizing mathematical learningIn the first part of this talk, I'll propose an introductory situation in literal arithmetic (Barallobres & Giroux, 2008) that will enable me to introduce and illustrate the main concepts and methodological tools of the theory of didactic situations developed by Guy Brousseau (Brousseau, 1997; Bessot, 2024). In the second part, I will give a brief presentation of Gérard Vergnaud's theory of conceptual fields (Vergnaud, 1990; Durand-Guerrier and Saby, 2023), then show how this theory helps to shed further light on the introductory situation.The contributions of the anthropological theory of didactics The Anthropological Theory of Didactics (TAD, Chevallard, 2001) aims to explain why and how a given knowledge lives in a certain institution, and/or is transformed as it passes from one institution to another. This perspective and some of its evolutions will be presented and illustrated in this talk.Students' activities and teachers' practices in the mathematics classroom: analysis methodology with Activity TheoryIn this talk, we will present the founding assumptions of the Activity Theory framework adapted to the Didactics of Mathematics (TADM, Vandebrouck, 2008), showing how this theory gives importance to fine-grained analyses of mathematical knowledge to appreciate classroom developments. We will then exemplify some of these aspects on the teaching of limits at university (Bridoux and Grenier-Boley, 2024).BibliographyBarallobres, G., & Giroux, J. (2008). Environmental deficiencies and regulations in validation situations. N. In Berdnaz, & C. Mary (Eds). L'enseignement des mathématiques face aux défis de l'école et des communautés. Actes du colloque EMF 2006 (CD-ROM). Éditions du CRP https://emf.unige.ch/application/files/1414/5390/4857/EMF2006_GT8_Barallobres.pdfBessot, A. (2003). An introduction to the theory of didactic situations. Cahiers du laboratoire Leibniz, 91. hal-00078794Bridoux, S., & Grenier-Boley, N. (2024). What teaching practices should be used to introduce the limits of functions in the first year of university? A case study. In A. González-Martín, G. Gueudet, I. Florensa & N. Lombard (Eds.), Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024) (pp. 791-800). Escola Universitària de Sarrià. Univ. Autònoma de Barcelona and INDRUM.Brousseau, G. (1997). Théorie des situations didactiques. Lecture given at the award to Guy Brousseau of the title of Doctor Honoris Causa from the University of Montreal. http://www.cfem.asso.fr/actualites/archives/Brousseau.pdfChevallard, Y. (2001). Organizing study: 1. Structures and Functions. In J.-L. Dorier, M. Artaud, M. Artigue, R. Berthelot, & R. Floris Proceedings of the XIe École d'été de didactique des mathématiques. (pp. 3-32). Editions la Pensée Sauvage.Durand-Guerrier, V., & Nicolas Saby, N. (2023). Usages de la théorie des champs conceptuels en didactique des mathématiques. The example of transitivity. Caminhos da Educação Matemática em Revista, 13 (4),118-134. ⟨hal-04585866⟩Vandebrouck, F. (dir.) (2008). La classe de mathématiques: activités des élèves et pratiques des enseignants. OCTARES Éditions.Vergnaud, G. (1990). Conceptual field theory. Recherches en didactique des mathématiques, 10(2/3), 133-170. In practice Program18:00: Presentation by Viviane Durand-Guerrier 18:40: Presentation by Ghislaine Gueudet 19:20: Presentation by Nicolas Grenier-Boley and Stéphanie Bridoux20:00: Q&A around the three presentationsModalities Required registration via the PhD school website or direct link to the registration form.Or online participation link (via TEAMS).

Our research activities are divided into 3 main areas.

Since 2017 and as part of the work of the Pacte pour un Enseignement d'excellence, eight scientific "Consortiums" of the tronc commun have been formed. They bring together a total of some fifty members from the various universities, colleges and higher arts schools in the Wallonia-Brussels Federation. Their mission is to establish, on the e-classe digital platform, a repertoire of didactic tools and pedagogical devices that the educational community will be able to consult, select and procure easily, according to its needs and those of its students. These resources are available on the e-classe digital platform.

A collection of tools to make it easier for teachers to set up cultural and artistic education activities in nursery, primary and secondary schools, to build confidence and the desire to dare.A p.ART.cour(t)? ART... Step by step... A p.ART.cour(t) is a series of introductory sessions built around a common thread. Each session lasts from fifteen minutes to two hours. Some p.ART.cour(t)s focus on a particular technique or theme... Others are built around a standard session to be reproduced on a regular basis. Some cover one or more artistic disciplines, while others are truly interdisciplinary.A p.ART.cour(t) is first and foremost a starting point, an aid, a proposal, a trigger for the teacher. It is a source of inspiration or imitation, of appropriation to freely create and/or experiment with activities in cultural and artistic education. The p.ART.cour(t) can take the form of a PDF or a digital book. Sometimes, an illustrative video or sound tracks accompany the teaching pack. The aim of p.ART.cour(t)s is to enable every student to experience art. To live, to feel, to experiment, without the pressure or obligation to produce a predefined result or one that corresponds to a standard. Consequently, the emphasis throughout p.ART.cour(t) is on the discovery, the student's encounter with art. The p.ART.cour(t)s in pictures Teacher feedbackThank you for the experience, on my own I wouldn't have dared.... And the students really enjoyed the experience, I think. (1st differentiated)Interesting interdisciplinary project. Sequences linked together so real class project. (P5-P6)My students loved it when I told them we were going to make, discover ART. We became artists. They sometimes asked me when we were going to make art again! (P1-P2) Children's feedbackI enjoyed it because the point of it wasn't to be the best, but it was more about having fun.I learned to have confidence in myself, to be less shy.How to access it?All the p.ART.cour(t)s, and many other identified existing resources, can be found on www.e-classe.be.If you're an FWB teacher (and have a cerberus account), you can access them easily: just go to the platform and type the word P.ART.cour(t) (with its funny spelling) into the search bar, you'll then arrive in a folder that brings them all together. If you're not a teacher, don't panic! You can access them via the brochure. How do I do this? In the brochure, each p.ART.cour(t) is briefly presented. You can access the free online tool by clicking on the title of the p.ART.cour(t) via a direct link. Access to a video is also found behind the icon. Discover the brochure A few examples RAS... Répertoire d'artistes surprenantes (to be discovered end of August 2025)A (re)discovery of 50 Belgian women artists through their biographies, a focus on a representative work, names of related artists to discover and educational leads. Télécharger RAS Remue-ménage colors (M2-P2)Four workshops to explore color in movement, painting and music. Read more For my ears (P5-S2)A month of musical listening, presented in the form of a digital booklet with information and listening links. Each day of the week has its own theme. Read more In the footsteps of silent cinema (P3-S3)Students create burlesque films, from script to editing to acting, after an introduction to early cinema and viewing film clips. Read more The game of artistic families (P4-S3)Inspired by the game of seven families, this device, whose illustrations are images of works of art, invites the student to select a batch of cards and explain the reasons for this subjective choice. Read more The technolab, a creative place within the school (P3-S3)Thirty or so artists and their techniques are to be discovered (e.g. pyrography for wood, textile printing, ...) as well as how fablabs work and the various tools these places offer to transfer their practices to the classroom as part of ECA and FMTTN. A creative and accessible lead is given for each artist presented. Read more Other examples elsewhere Ma petite fabrique de matériel (M-S2) Make basic art materials (charcoal, walnut stain, glue, paint...) on a small budget and suggest ways to use them. From ingredients to final production! Content available on E-class and idea networkLet's animate everything (P3-S3) Collaborative production of short animated films using the Stop Motion technique. A fun tool for developing creativity and awakening a critical eye for the media. Content available on E-class and PECATake the line for a spin (M3-P3) Workshops mixing dance and visual arts around the notion of line. Themes include geometry, doodling, writing, Chinese calligraphy, pattern and following the line.Content available on E-class and PECAOur five skins (M1-M3)Ten activities to be experienced in the classroom or outdoors around the 5 layers of a child's identity according to Hundertwasser: body, clothes, home, family and friends, and planet. Discovery of the world, openness to others and diversity, cultural references.Content available on E-class and Réseau idéeGestural listening (M1-)P.ART.cour(t) listening program comprising around ten short musical extracts, and played mainly by a solo instrument (which also enables instrument discovery). The excerpts on offer last between 40 seconds and 2 minutes, and have been designed to serve gestural listening.Content available on Genially and the IMEP

The university has a duty to set an example in terms of sustainable development, in all three of its dimensions: economic, social and environmental. Sustainable "in form" through the way it manages its infrastructures and assets, and sustainable "in substance" through its commitment to research and teaching activities, in order to actively contribute to the environmental transition. All in line with the United Nations' Sustainable Development Goals (SDGs).

Our training center offers a wide range of training courses for teaching and support professionals.The training courses we offer are created on the basis of emerging needs in the field, our research findings and recent scientific literature updating promising practices for professionals.

In a digital context where fake news and other "alternative truths" abound and spread frantically, how can we educate to doubt? That's the question answered by pedagogy expert Professor Marc Romainville. He shows how schools must appropriate this central mission to shape tomorrow's citizen.

Trust of traditional political institutions and elected representatives, rise of authoritarian logics, definition of public services... Democracy today seems to be going through a turbulent zone. What role does the university play in this context? To shed light on this question, we interviewed four researchers from different disciplines: educationalist Sephora Boucenna, philosopher Louis Carré, political scientist Vincent Jacquet and legal scholar Aline Nardi. Their contrasting views sketch out the contours of an issue that is more topical than ever: thinking about and defending the link between university and democracy.

On Wednesday, May 6, 2026, His Majesty the King visited UNamur. In collaboration with Henallux and IMEP, students from the Faculty of Education (FaSEF) led several interactive workshops focused on key issues in education. On the agenda: discussions with His Majesty the King on topics such as inclusion, the diversification of learning, the development of critical thinking in the age of artificial intelligence, challenges facing the education sector, and sustainable development.

September 15, 2025 A program for all09h00 | Welcome at Pedro Arrupe (Rue de Bruxelles, 67 - 5000 Namur).11h00 | Back-to-school celebration at Saint-Aubain Cathedral (Place Saint-Aubain - 5000 Namur) then welcome students by the Cercles. MSFE (Master of Specialization in Teacher Training) September 16, 2025Welcome session: from 18h10 to 19h10, at B&LC, salle MEUSE, rue Godefroid, 5 - 5000 Namur. All those interested in the program, in the process of registering or already registered are welcome to attend. The MSFE is a 60-credit program, offered on a staggered schedule, mainly on Tuesdays and Thursdays (in the evening) and Saturdays all day. This master's degree of specialization is aimed in particular at future (or current) instructors at Hautes Écoles and Écoles Supérieures des Arts, in charge of UEs linked to didactics, pedagogy and training to and through practice in the master's programs in teaching sections 1, 2, 3, 4 and 5, who will need to have this diploma within six years of first appointment to a position for which this master's degree is required. It will also be of interest, as part of their professional development, to all teacher trainers in continuing education, whether they carry out their duties within inter-network or network continuing education organizations, or as freelancers.All information on the program Schedule: available at https://horaires.unamur.be, Student/Faculty of Education/MSFE tab Contact : gaelle.chapelle@unamur.be and secretariat.fasef@unamur.be > CAPAES September 16, 2025Reception session: from 7:10pm to 10:10pm, at B&LC, salle SAMBRE, rue Godefroid, 5 - 5000 Namur. The CAPAES is organized in staggered hours on Tuesdays and Thursdays (in the evening). The CAPAES is intended only for teachers working in a haute-école or in social promotion higher education for whom obtaining a pedagogical title appropriate to higher education is a necessity. All information on the program Schedule: available at https://horaires.unamur.be, Student/Faculty of Education/CAPAES tab Contact : gaelle.chapelle@unamur.be and secretariat.fasef@unamur.be > MAPEMASS (Master's degree in professional support) September 16, 2025Welcome session: from 6:10 pm to 9:10 pm, room L33 (Faculté de Philosophie et Lettres building,1 rue Joseph Grafé, 5000 - Namur).All those interested in the program, in the process of enrolling or already enrolled, are welcome to attend.MAPEMASS is a 60-credit program, offered on a staggered schedule, mainly on Tuesdays and Thursdays (in the evening) and Saturdays all day.The Master of Specialization in Support for Professionals in Education, Management, Health and Social Action (MAPEMASS) offers original training and pursues the ambition of offering trainers, team leaders, consultants, HR managers, etc. training in supporting teams and the professionals who make them up. All information on the programSchedule: available on https://horaires.unamur.be, Student/Faculty of Education/MAPEMASS tabContact : sephora.boucenna@unamur.be and secretariat.fasef@unamur.be Masters in Teaching (sections 4 and 5) September 15, 2025from 12:40pm to 2pm, room BN141. And before school starts? Give yourself the best possible chance—enroll in preparatory courses!Preparatory courses allow you to get a taste of university-level education by reviewing the subjects essential to your future program of study.Designed exclusively for students graduating in 2026, these preparatory courses—scheduled between mid-August and early September—are tailored to each university program.Learn more about the schedules for the different sessions and register for the preparatory courses...  To make the most of your first semester at the university, be sure to attend the orientation days!The orientation days will take place on September 10 and 11, 2026.On the agenda: a tour of the campus and the city, a student housing fair (KàPs), themed workshops (student rights, digital tools, budgeting, student engagement, sports, and more), a barbecue, and a super-enthusiastic team ready to help you discover life on campus!Thursday, September 10: 7:30 a.m. – Student check-in; 8:30 a.m.–12:40 p.m. - Workshops for students; 12:40 p.m. – Lunch – Barbecue available by registration (€3.60 per sausage sandwich / falafel sandwich) and a bar run by the AGE; 2:00–6:00 p.m. - Project-based student housing fair; 8:30 p.m.–1:00 a.m. – Bunker reserved for first-year studentsFriday, the 11th: 8:30 a.m.–12:30 p.m. - Workshops for students; 12:30 p.m. - Lunch; 2:00 p.m. - Depending on the faculty: organized by the faculty or open to all.Reserved for new students - Information will be sent after registration at UNamur.