M. Artigue, Learning Mathematics in a CAS Environment: The Genesis of a Reflection about Instrumentation and the Dialectics between Technical and Conceptual Work, International Journal of Computers for Mathematical Learning, vol.7, issue.3, pp.245-274, 2002.
DOI : 10.1023/A:1022103903080

Y. Chevallard, L'analyse des pratiques enseignantes en théorie anthropologique du didactique, Recherches en Didactique des Mathématiques, vol.19, issue.2, pp.221-266, 1999.

S. Dehane, La bosse des math : 15 ans après, 2010.

P. Dillenbourg and P. Jermann, Technology for Classroom Orchestration, New Science of Learning: Cognition, Computers and Collaboration in Education (pp. 525?552), 2010.
DOI : 10.1007/978-1-4419-5716-0_26

P. Drijvers, L'algèbre sur l'écran, sur le papier et la pensée algébrique, Calculatrices symboliques. Faire d'un outil un instrument du travail mathématique : un problème didactique (pp. 215?242). Grenoble : Editions La Pensée sauvage, 2002.

P. Drijvers, M. Doorman, P. Boon, H. Reed, and K. Gravemeijer, The teacher and the tool: instrumental orchestrations in the technology-rich mathematics classroom, Educational Studies in Mathematics, vol.9, issue.3, pp.213-234, 2010.
DOI : 10.1007/s10649-010-9254-5

P. Drijvers, J. D. Godino, V. Font, and L. Trouche, One episode, two lenses, Educational Studies in Mathematics, vol.9, issue.3, pp.23-49, 2013.
DOI : 10.1007/s10649-012-9416-8

URL : https://hal.archives-ouvertes.fr/hal-00842844

P. Drijvers, C. Kieran, and M. A. Mariotti, Integrating Technology into Mathematics Education: Theoretical Perspectives, Mathematics education and technology ? Rethinking the terrain (pp. 89?132), 2010.
DOI : 10.1007/978-1-4419-0146-0_7

P. Drijvers, S. Tacoma, A. Besamusca, M. Doorman, and P. Boon, Digital resources inviting changes in mid-adopting teachers??? practices and orchestrations, ZDM, vol.29, issue.2, pp.45-987, 2013.
DOI : 10.1007/s11858-013-0535-1

G. Gueudet and L. Trouche, Towards new documentation systems for mathematics teachers?, Educational Studies in Mathematics, vol.15, issue.2, pp.199-218, 2009.
DOI : 10.1007/s10649-008-9159-8

URL : https://hal.archives-ouvertes.fr/hal-00459432

G. Gueudet, B. Pepin, and L. Trouche, Collective work with resources: an essential dimension for teacher documentation, ZDM, vol.75, issue.2, pp.45-1003, 2013.
DOI : 10.1007/s11858-013-0527-1

URL : https://hal.archives-ouvertes.fr/hal-00852388

D. Guin, K. Ruthven, and L. Trouche, The didactical challenge of symbolic calculators: turning a computational device into a mathematical instrument, 2005.
DOI : 10.1007/b101602

D. Guin and L. Trouche, The complex process of converting tools into mathematical Instruments. The case of calculators, International Journal of Computers for Mathematical Learning, vol.3, issue.3, pp.195-227, 1999.
DOI : 10.1023/A:1009892720043

M. Hähkiöniemi, Teacher's reflections on experimenting with technology-enriched inquiry-based mathematics teaching with a preplanned teaching unit, The Journal of Mathematical Behavior, vol.32, issue.3, pp.295-308, 2013.
DOI : 10.1016/j.jmathb.2013.03.007

C. Hoyles, I. Kalas, L. Trouche, L. Hivon, R. Noss et al., Connectivity and Virtual Networks for Learning, Mathematical Education and Digital Technologies: Rethinking the terrain (pp. 439?462), 2010.
DOI : 10.1007/978-1-4419-0146-0_22

C. Hoyles, Mathematical Education and Digital Technologies: Rethinking the terrain, 2010.

C. Hoyles and R. Noss, What can digital technologies take from and bring to research in mathematics education?, Second international handbook of mathematics education, pp.323-349, 2003.
DOI : 10.1007/978-94-010-0273-8_11

C. Hoyles, R. Noss, and P. Kent, On the Integration of Digital Technologies into Mathematics Classrooms, International Journal of Computers for Mathematical Learning, vol.10, issue.1, pp.309-326, 2004.
DOI : 10.1007/s10758-004-3469-4

C. Hoyles, R. Noss, P. Vahey, and J. Roschelle, Cornerstone Mathematics: designing digital technology for teacher adaptation and scaling, ZDM, vol.68, issue.2, pp.45-1057, 2013.
DOI : 10.1007/s11858-013-0540-4

C. Kieran, A. Boileau, D. Tanguay, and P. Drijvers, Design researchers??? documentational genesis in a study on equivalence of algebraic expressions, ZDM, vol.22, issue.7, pp.45-1045, 2013.
DOI : 10.1007/s11858-013-0516-4

J. ?. Lagrange, M. Artigue, C. Laborde, and L. Trouche, Technology and Mathematics Education: A Multidimensional Study of the Evolution of Research and Innovation, Second International Handbook of Mathematics Education (pp. 239?271). Dordercht, the Netherlands, 2003.
DOI : 10.1007/978-94-010-0273-8_9

M. A. Mariotti and M. Maracci, Resources for the teacher from a semiotic mediation perspective From text to 'lived resources': curriculum material and mathematics teacher development (pp. 59?75) The role of technology in the teaching and learning of mathematics, 2008.

S. Papert, Mindstorms : Children, Computers and Powerful Ideas, 1993.
DOI : 10.1007/978-3-0348-5357-6

S. Papert and I. Harel, Situating Constructionism. Retrieved from http, 1991.

R. Pea, Cognitive technologies for mathematics education, Cognitive Science and Mathematics Education (pp. 89?122). Hillsdale: Lawrence Erlbaum, 1987.
URL : https://hal.archives-ouvertes.fr/hal-00190547

B. Pepin, G. Gueudet, and L. Trouche, Re?sourcing teacher work and interaction: new perspectives on resource design, use and teacher collaboration, ZDM, The International Journal on Mathematics Education, issue.7, p.45, 2013.

S. Prediger, A. Bikner?ahsbahs, and F. Arzarello, Networking strategies and methods for connecting theoretical approaches: first steps towards a conceptual framework, ZDM, vol.29, issue.4, pp.165-178, 2008.
DOI : 10.1007/s11858-008-0086-z

K. Ruthven, Instrumenting mathematical activity: reflections on key studies of the educational use of computer algebra systems, International Journal of Computers for Mathematical Learning, vol.7, issue.3, pp.275-291, 2002.
DOI : 10.1023/A:1022108003988

K. Ruthven, From design-based research to re-sourcing ???in the wild???: reflections on studies of the co-evolution of mathematics teaching resources and practices, ZDM, vol.9, issue.3, pp.45-1071, 2013.
DOI : 10.1007/s11858-013-0547-x

K. Ruthven, Frameworks for Analysing the Expertise That Underpins Successful Integration of Digital Technologies into Everyday Teaching Practice, The Mathematics Teacher in the Digital Era (pp. 373?393), 2014.
DOI : 10.1007/978-94-007-4638-1_16

H. Sabra and L. Trouche, Collective design of an online math textbook: when individual and collective documentation works meet, Proceedings of CERME 7 9th to 13th Relational Understanding and Instrumental Understanding. Mathematics Teaching, pp.20-26, 1976.

L. Trouche, Managing the Complexity of Human/Machine Interactions in Computerized Learning Environments: Guiding Students??? Command Process through Instrumental Orchestrations, International Journal of Computers for Mathematical Learning, vol.9, issue.3, pp.281-307, 2004.
DOI : 10.1007/s10758-004-3468-5

L. Trouche, Construction et conduite des instruments dans les apprentissages mathématiques : nécessité des orchestrations, pp.91-138, 2005.

L. Trouche and P. Drijvers, Handheld technology for mathematics education: flashback into the future, ZDM, vol.31, issue.5, pp.42-667, 2010.
DOI : 10.1007/s11858-010-0269-2

P. Vérillon and P. , Cognition and artefacts: A contribution to the study of thought in relation to instrument activity, European Journal of Psychology in Education, vol.9, issue.3, pp.77-101, 1995.