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The CIAP offers a free methodological consulting service. This support takes the form of individual face-to-face interviews or via Teams. This service is open to all students at the University of Namur, whatever their orientation and year of study.

Understanding a scientific textIdentifying the characteristics of scientific textMobilizing reading strategiesSelecting and restituting informationIdentifying and ensuring the organization of a textUnderstanding the meaning of textual organizersRelating visual information to the textWriting a formal e-mailIdentifying the characteristics of formal e-mailTake into account the communication situationUse verbal tenses correctlyRespect grammatical marksProncture a text correctlyScientific writingDescribe a seen or experienced situationProblematize and analyze the situation describedUnderstand and respond to an instruction or questionDecode an instruction or questionAdapt your response to the communication context

Since September 2023, the reform of initial teacher training (RFIE) has been profoundly transforming the teaching profession. This year, it is taking a new step forward with the replacement of the former teaching-oriented master's degrees and the agrégation by master's degrees in teaching sections 4 and 5. Led by the Faculty of Education and Training Sciences (FaSEF), in collaboration with the Faculties of Science and EMCP (Economics, Management, Communication, and Political Science), the reform is accompanied by a strengthened partnership with HENALLUX (Namur-Liège-Luxembourg University College).

Which chatbot can we really trust? A reliable answer to this question can now be provided thanks to a unique scientific tool: the AI Score. Developed by a multidisciplinary team of researchers at the University of Namur, it provides an objective, reproducible, and transparent way of measuring the reliability of educational chatbots.

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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).

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.

In practice Who are open courses for?Open courses are open to all, although they are primarily aimed at secondary school students to help them take that first step in exploring higher education.What is the schedule for open courses?Courses are open from February 27 to Wednesday, March 5, 2025, from 08:30 to 16:30.To find out the precise timetable and location of each course, please visit the Info études service (Rue de Bruxelles, 85 5000 Namur), 15 minutes before the start of the course.The provisional program is available 15 days before the start of open courses.How to meet a guidance counselorYou have the opportunity to meet a guidance counselor at the guidance workshop scheduled for Tuesday, March 4, 2025, from 1:30 to 4:00 pm.The aim of this workshop is to help you think about the guidance process, gain a better understanding of the higher education landscape and define the main markers in the process of clarifying your project (educational and professional).Our advisor is also available by appointment for a one-to-one meeting throughout the week of open courses and outside of it.Do you have to register to take part?Access to open courses is without prior registration.To participate in the orientation workshop, however, online registration is mandatory and will be available some ten days before the start of the open courses.Who organizes the open courses?Open courses are organized by Info études, the service that provides information on all matters relating to choice of studies, prerequisites, reorientation, gateways, course curricula, job opportunities, additional training, recognition of prior learning... or any general questions about university life in Namur. Find out more about open courses

Save the date! The next UNamur Open House will take place on Saturday, March 29, 2025, from 1pm to 5pm.Save this date in your diary already!!On the programInspiring encounters: chat with our professors, assistants and students.Immersive tours: explore our auditoriums, classrooms and laboratories.Valuable information: get answers to all your questions about our programs and the specifics of studying in Namur.Practical resources: discover all the services available to support you before, during and after your studies.Stay tuned!The detailed afternoon program will be available some ten days before the event.Can't join us? No worries! A second open house is scheduled for Saturday, June 28, 2025, from 1pm to 5pm. Find out more about the open house

Save the date! On Saturday June 28, 2025, from 1pm to 5pm, UNamur once again opens its doors to you before the summer vacations.At the programProfessors, assistants, students and staff members look forward to welcoming you to answer all your questions about your future studies;share with you their experience of university life and its many opportunities for fulfillment;guide you through your final practical steps: registration, preparatory courses, finding accommodation, financial aid and more.Forthcoming informationThe afternoon's detailed program will be available some ten days before the event. Find out more about the open house