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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.

The F.R.S.-FNRS has just published the results of its various 2024 calls. Equipment calls, research credits and projects, FRIA doctoral grants and Mandant d'Impulsion Scientifique (MIS), there are many instruments to support fundamental research. Find out more about UNamur's results.

The colloquium will be held on Tuesday, April 15 and Wednesday, April 16, 2025, at the University of Namur (Belgium). Proposals for papers (programmatic title and abstract of 500 signs, followed by a biobibliography) can be sent by November 15, 2024 to Jean-Benoit.Gabriel@unamur.be and Denis.Saint-Amand@unamur.be.

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).

It's official: the University of Namur joins the Réseau d'Échanges et de Liaisons entre Institutions d'Enseignement Supérieur Francophones (RELIEF). It thus becomes the fourth partner in this network, alongside the Université du Québec à Trois-Rivières (UQTR), the Université Savoie Mont Blanc and the Haute École Spécialisée de Suisse Occidentale (HES-SO).

This is a great reward for the Interuniversity Certificate in Sign Language and French: it has just been distinguished by the European Innovative Teaching Award (EITA) in the "European Language Label" category.

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).

Born on the internet, memes are an integral part of digital culture. These images, often humorous, combine text and visuals to convey a message. At UNamur, Lieven Vandelanotte, professor of English language and linguistics and general linguistics at the Faculty of Philosophy and Letters, has taken an interest in them from a linguistic point of view. In his new book, co-written with Barbara Dancygier of the University of British Columbia, he deciphers how these creations play with words, images, and grammar. 

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.