D. Abrahamson, Embodied design: Constructing means for constructing meaning, Educational Studies in Mathematics, vol.70, issue.1, pp.27-47, 2009.

D. Abrahamson, Building educational activities for understanding: An elaboration on the embodied-design framework and its epistemic grounds, International Journal of Child-Computer Interaction, vol.2, issue.1, pp.1-16, 2014.

D. Abrahamson, S. Shayan, A. Bakker, . Van-der, and M. Schaaf, Eye-tracking Piaget: capturing the emergence of attentional anchors in the coordination of proportional motor action, Human Development, vol.58, issue.4-5, pp.218-244, 2016.

J. Ainley, D. Pratt, and A. Hansen, Connecting engagement and focus in pedagogic task design, British Educational Research Journal, vol.32, issue.1, pp.23-38, 2006.

R. A. Alberto, A. Bakker, O. Walker-van-aalst, P. Boon, and P. Drijvers, Networking theories with design research: An embodied instrumentation case study in trigonometry, Eleventh Congress of the European Society for Research in Mathematics Education, 2019.

M. W. Alibali and M. J. Nathan, Embodiment in mathematics teaching and learning: Evidence from learners' and teachers' gestures, Journal of the Learning Sciences, vol.21, pp.247-286, 2012.

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, pp.245-274, 2002.
URL : https://hal.archives-ouvertes.fr/hal-02367871

M. Artigue, C. Cazes, M. Haspekian, R. Khanfour-armale, and J. Lagrange, Gestes, cognition incarnée et artefacts : une analyse bibliographique pour une nouvelle dimension dans les travaux didactiques au LDAR. [Gesture, embodied cognition and artefacts: a literature analysis for a new dimension in the didactical work at LDAR, 2013.

F. Arzarello, D. Paola, O. Robutti, and C. Sabena, Gestures as semiotic resources in the mathematics classroom, Educational Studies in Mathematics, vol.70, issue.2, pp.97-109, 2009.

A. Bakker, A. Shvarts, and D. Abrahamson, Generativity in design research: the case of developing a genre of action-based mathematics learning activities
URL : https://hal.archives-ouvertes.fr/hal-02418078

L. Ball, P. Drijvers, S. Ladel, H. Siller, and M. Tabach, Uses of technology in primary and secondary mathematics education; Tools, topics and trends, 2018.

A. Bikner-ahsbahs and S. Prediger, Networking of theories as a research practice in mathematics education, 2014.

A. C. Cheung and R. E. Slavin, The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: a meta-analysis, Educational Research Review, vol.9, pp.88-113, 2013.

J. Cohen, Statistical Power Analysis for the Behavioral Sciences, 1988.

E. De-freitas and N. Sinclair, Mathematics and the body, 2014.

M. Doorman, P. Drijvers, K. Gravemeijer, P. Boon, and H. Reed, Tool use and the development of the function concept: from repeated calculations to functional thinking, International Journal of Science and Mathematics Education, vol.10, issue.6, pp.1243-1267, 2012.

P. Drijvers, Empirical evidence for benefit? Reviewing quantitative research on the use of digital tools in mathematics education, pp.161-178, 2018.

P. Drijvers, Tools and taxonomies: a response to Hoyles, Research in Mathematics Education, vol.20, issue.3, pp.229-235, 2018.

P. Drijvers and B. Barzel, Equations with technology: different tools, different views. Mathematics Teaching, vol.228, pp.14-19, 2012.

P. Drijvers, P. Boon, M. Doorman, C. Bokhove, and S. Tacoma, Digital design: RME principles for designing online tasks, Proceedings of ICMI Study 22 Task Design in Mathematics Education, pp.55-62, 2013.

P. Drijvers, P. Boon, and M. Van-reeuwijk, Algebra and technology, Secondary algebra education. Revisiting topics and themes and exploring the unknown, pp.179-202, 2011.

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.75, issue.2, pp.213-234, 2010.

A. C. Duijzer, S. Shayan, A. Bakker, M. F. Van-der-schaaf, and D. Abrahamson, Touchscreen tablets: coordinating action and perception for mathematical cognition, Frontiers in Psychology, vol.8, pp.1-19, 2017.

C. Duijzer, M. Van-den-heuvel-panhuizen, M. Veldhuis, M. Doorman, and P. Leseman, Embodied learning environments for graphing motion: a systematic literature review, Educational Psychology Review, vol.31, issue.3, pp.597-629, 2019.

F. Ferrara and N. Sinclair, An early algebra approach to pattern generalisation: actualising the virtual through words, gestures and toilet paper, Educational Studies in Mathematics, vol.92, pp.1-19, 2016.

H. Freudenthal, Mathematics as an educational task, 1973.

H. Freudenthal, Didactical phenomenology of mathematical structures, 1983.

K. P. Gravemeijer and L. M. Doorman, Context problems in realistic mathematics education: a calculus course as an example, Educational Studies in Mathematics, vol.39, issue.1-3, pp.111-129, 1999.

M. Haspekian, Teachers' instrumental genesis when integrating spreadsheet software, The mathematics teacher in the digital era, pp.241-276, 2014.

C. Hoyles, Transforming the mathematical practices of learners and teachers through digital technology, Research in Mathematics Education, vol.20, issue.3, pp.209-228, 2018.

C. Hoyles and . Lagrange, Mathematics education and technology: 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 Research in Mathematics Education, pp.323-349, 2003.

G. Lakoff and R. Núñez, Where mathematics comes from, 2000.

, Digital technologies in designing mathematics education tasks. Potential and pitfalls, 2017.

Q. Li and X. Ma, A meta-analysis of the effects of computer technology on school students' mathematics learning, Educational Psychology Review, vol.22, pp.215-243, 2010.

C. Margolinas and P. Drijvers, Didactical engineering in France; an insider's and an outsider's view on its foundations, its practice and its impact, ZDM-Mathematics Education, vol.47, issue.6, pp.893-903, 2015.
URL : https://hal.archives-ouvertes.fr/hal-01160227

M. Maschietto and M. Bartolini-bussi, Working with artefacts: Gestures, drawings and speech in the construction of the mathematical meaning of the visual pyramid, Educational Studies in Mathematics, vol.70, issue.2, pp.143-157, 2009.

M. Maschietto and S. Soury-lavergne, Designing a duo of material and digital artifacts: the pascaline and Cabri Elem e-books in primary school mathematics, ZDM-Mathematics Education, vol.45, issue.7, pp.959-971, 2013.
URL : https://hal.archives-ouvertes.fr/hal-00988594

J. Monaghan, L. Trouche, and J. Borwein, Tools and mathematics, 2016.
URL : https://hal.archives-ouvertes.fr/hal-01548733

. Oecd, Students, computers and learning. Making the connection, 2015.

J. Piaget, The equilibration of cognitive structures, 1985.

C. Proust, Masters' writings and students' writings: school material in Mesopotamia, From text to 'lived' resources. Mathematical curriculum materials and teacher development, pp.161-179, 2012.
URL : https://hal.archives-ouvertes.fr/hal-00632736

P. Rabardel, People and technology -A cognitive approach to contemporary instruments, 2002.
URL : https://hal.archives-ouvertes.fr/hal-01020705

L. Radford, Why do gestures matter? Sensuous cognition and the palpability of mathematical meanings, Educational Studies in Mathematics, vol.70, pp.111-126, 2009.

O. Robutti, Motion, technology, gesture in interpreting graphs, International Journal for Technology in Mathematics Education, vol.13, issue.3, pp.117-126, 2006.

A. Shvarts, A dual eye-tracking study of objectification as student-tutor joint activity appropriation, Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education, vol.4, pp.171-178, 2018.

A. Shvarts and D. Abrahamson, Dual-eye-tracking Vygotsky: A microgenetic account of a teaching/learning collaboration in an embodied-interaction technological tutorial for mathematics. Learning, Culture and Social Interaction, vol.22, p.100316, 2019.

S. Steenbergen-hu and H. Cooper, A meta-analysis of the effectiveness of intelligent tutoring systems on K-12 students' mathematical learning, Journal of Educational Psychology, vol.105, issue.4, pp.970-987, 2013.

A. Treffers, Three dimensions. A model of goal and theory description in mathematics instruction -The Wiskobas project, 1987.

J. Trgalová, A. Clark-wilson, and H. Weigand, Developing Research in Mathematics Education. Twenty Years of Communication and Collaboration in Europe, pp.142-161, 2018.

L. Trouche, Managing 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, pp.281-307, 2004.

L. Trouche and P. Drijvers, Handheld technology: Flashback into the future. ZDM -Mathematics Education, vol.42, pp.667-681, 2010.
URL : https://hal.archives-ouvertes.fr/hal-01538694

M. Van-den-heuvel-panhuizen, Didactical phenomenology, Encyclopedia of Mathematics Education, pp.174-176, 2014.

M. Van-den-heuvel-panhuizen and P. Drijvers, Realistic mathematics education, Encyclopedia of Mathematics Education, pp.521-525, 2014.

G. Vergnaud, About constructivism, a reaction to Hermine Sinclair's and Jeremy Kilpatrick's papers, Proceedings of the 11th conference of the international group for the psychology of mathematics education, vol.1, pp.73-80, 1987.

G. Vergnaud, The theory of conceptual fields, Human Development, vol.52, pp.83-94, 2009.

P. Vérillon and P. Rabardel, Cognition and artifacts: a contribution to the study of though in relation to instrumented activity, European Journal of Psychology of Education, vol.10, issue.1, pp.77-101, 1995.

L. S. Vygotsky, Mind in society: the development of higher psychological processes, 1978.

A. D. Wilson and S. Golonka, Embodied Cognition is not what you think it is, Frontiers in psychology, issue.58, p.4, 2013.

J. Young, Technology-enhanced mathematics instruction: A second-order meta-analysis of 30 years of research, Educational Research Review, vol.22, pp.19-33, 2017.