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Research at NISM is identified by four poles, which highlight the main scientific activities carried out within the institute. Each pole has a well-defined structure with members, and is managed by the pole representative. The structuring does not prevent ongoing cooperation between them. Indeed, there is well-established interaction between the various clusters, through joint projects, conferences, seminars, co-supervision of master's and doctoral theses, among others..

The Nonlinear Optics and Photonics cluster (NOP) develops experimental, theoretical and numerical research in various fields of optics, mainly in nonlinear optics and photonics, including plasmonics and quantum optics.

The expertise of the Functional Structured Materials (FSM) pole is divided into two interconnected areas: the development of 3D porous architectures and the functionalization of nanostructures.

The Surfaces, Interfaces and Carbon Nanostructures (SICN) pole is active in the synthesis, characterization and modeling of new materials, with a particular focus on interfaces between two distinct phases and for low-carbon materials.

General contacts President Prof. Francesca CECCHET +32 (0)81 72 54 88 francesca.cecchet@unamur.be Vice-president Prof. Vincent LIEGEOIS +32 (0)81 72 45 53 vincent.liegeois@unamur.be Executive assistant Jeanick PIGNOLET executive-assistant.nism@unamur.be FSM representatives Permanent members Nikolay TUMANOV nikolay.tumanov@unamur.be Non-permanent members Tarek BARAKAT anthony.morena@unamur.be HPC-MM representatives Permanent members Prof. Yoann OLIVIER +32 (0) 81 72 45 34 yoann.olivier@unamur.be NOP representatives Permanent members Prof. Olivier DEPARIS +32 (0)81 72 52 35 olivier.deparis@unamur.be Non-permanent members Dr. Sébastien MOUCHET adrien.debacq@unamur.be SICN representatives Permanent members Julien COLAUX +32 (0)81 72 54 70 julien.colaux@unamur.be Non-permanent members Emile HAYE lucas.schoenauen@unamur.be Organisation Découvrir les membres

For their research activities, NISM Institute researchers rely on technology platform teams, each of which houses state-of-the-art equipment, technical know-how and cutting-edge expertise. They are accessible to the scientific community as well as to industry.

The Institute's research projects, publications and collaborations include all categories of researchers. Led by academic promoters, they mobilize post-doctoral researchers, PhD students and even master's students (student-researchers).

Stanford University has published a prestigious ranking that highlights the most influential researchers in a wide range of scientific fields. The list, based on bibliographic criteria, aims to provide a standardized means of identifying the world's scientific leaders. It is one criterion among others for assessing the quality of scientific research. Twelve researchers from the University of Namur are among them!

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).

One foot in the past, the other in the future. From Etruscan granulation to PIXE analysis, Serge Mathot has built a unique career, between scientific heritage and particle accelerators. Portrait of a passionate alumnus at the crossroads of disciplines.

Laura Gagliardi is a renowned international researcher at the University of Chicago, recognized for her pioneering contributions to theoretical and computational chemistry, particularly in the study of reticular materials such as metal–organic frameworks (MOFs). The Solvay/Syensqo Chair in Chemistry honors chemists who have made exceptional advances in their fields. As part of this distinction, Professor Gagliardi delivered a series of lectures at several Belgian universities, including a seminar at the University of Namur, Department of Chemistry.

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).