This paper deals with a certain way to investigate the mastering of technology by mathematics teachers and its use in their pedagogical practice. The instrumental approach which brings the suitable theoretical elements to this study is presented. This instrumental approach is supported by some psychological Piaget's constructs, specially that one of schemata that is also assumed by Vergnaud in his theory of conceptual fields. Only the theoretical elements that make possible the understanding of a software implementation at mathematics lessons will be exposed. Special attention is given to the concept of instrumental genesis in order to make the distinction between artifact and instrument, and between instrumentalization and instrumentation. Results of an action-research realized with mathematics teachers are described based on those theoretical elements and on the proposed difference between inserting and integrating technology into the pedagogical practice in the mathematics teaching.
pedagogical practice in mathematics; software implementation; instrument and artifact; instrumental genesis