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Doctoral schools Thematic Doctoral School in Didactics of Disciplines Thematic Doctoral School in Psycho and Educational Sciences Research institutes of other French-speaking Belgian universities UCLouvain - GIRSEF and CRIPEDIS UMons - INAS ULiège - EQUALE and DIDACTIfen ULB - SSE Network in the Wallonia-Brussels Federation ABC Educ International Groupe pour l'évaluation des pratiques professionnelles (gEvAPP) Association pour le Développement des Méthodologies d'Évaluation en Éducation (ADMEE) Association Internationale de Pédagogie Universitaire (AIPU) In math didactics Association pour la recherche en didactique des mathématiques (ARDM) Centre de Recherche sur l'Enseignement des Mathématiques (CREM) International Commission on Mathematical Instruction (ICMI) In science didactics Association de Didacticiens des Sciences (ADiS)

Interdisciplinary collaboration with subject specialists is a key component in the didactics of "Languages for Specific Purposes" (LSP). For LSP teachers, this collaboration makes it possible to devise contextualized courses that integrate both linguistic objectives and disciplinary content. By basing their teaching on a thorough needs analysis, LSP teachers design tailor-made didactic content that precisely meets the communicative requirements of learners in their specialist field.However, the position of LSP teachers within the institution can sometimes make such collaborations less obvious; moreover, it is often LSP teachers who initiate and support exchanges. This workshop aims to deepen understanding of the aforementioned collaborative dynamics, with the aim of improving student learning outcomes by strengthening interdisciplinary connections and fostering an integrated didactic approach.

From its formal appearance in the 3rd year of general secondary education in FW-B, the chemistry course takes the form of a program detailing a series of contents to be taught. Within the framework of an internal didactic transposition specific to their activity, teachers are led to estimate their relative importance in the curriculum and to transform them. In the midst of a pandemic or following a prolonged absence, what content will teachers retain, adapt or delete?This research project proposes to study this prioritization of the content to be taught in the chemistry course by the teaching staff. More specifically, this paper focuses on the construction and analysis of a questionnaire investigating the organization of the main chapters (UAA) by chemistry teachers.

Space has become a major economic and strategic issue. As a member of the European UNIVERSEH Alliance, UNamur explores this space theme in its various departments, from physics to geology, via mathematics, computer science or philosophy. Without forgetting to address the general public, who still dream of the stars...

Detecting a failure before it occurs: that is the goal of the research being conducted by Antoine Hubermont, a doctoral student at UNamur. This project, named Monsater, is funded by SPW Research as part of the Win4Doc program in collaboration with the space company Telespazio Belgium. It addresses a key strategic challenge: ensuring the reliability of complex systems, particularly in the space sector. 

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).

Alexandre Mauroy has been a professor and researcher in the Department of Mathematics for almost 10 years, working in the field of dynamical systems. He is also Director of the naXys Research Institute, which puts its expertise in complex systems at the service of UNamur researchers from all disciplines. Aware of the sometimes austere reputation of maths among the general public, Alexandre Mauroy works to demonstrate that this discipline is at the heart of today's technological and scientific challenges..

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 keynote speakers for 2026 are Professor Roosmarijn Vandenbroucke (Ghent University) and Professor Nelly Litvak (Eindhoven University of Technology). More information on the "Women in Science" website

The F.R.S.-FNRS has just published the results of its various 2025 calls for proposals. These include the "Credits & Projects" and "WelCHANGE" calls, as well as the "FRIA" (Fund for Research Training in Industry and Agriculture) and "FRESH" (Fund for Research in the Humanities) calls, which aim to support doctoral theses. What are the results for UNamur? Twenty-eight projects have been selected, demonstrating the quality and richness of research at UNamur. 

On the occasion of the International Day of Women and Girls in Science proclaimed on February 11 by the United Nations General Assembly, and as part of the European alliance European Space University for Earth and Humanity (UNIVERSEH) focusing on the theme of space, discover the testimonies of four women scientists from UNamur working on astronomical themes.