Tools and technologies in mathematical didactics

International audienceThe integration of tools and technologies is an important and actual theme today. It has been a topic of CERME Working Groups since its first edition. In the proceedings of CERME3, Jones and Lagrange point out that ‘the potential of computer-based tools, in particular, to enhance the teaching and learning of school subjects, including mathematics, is reflected in the increase in Government spending over recent years on providing such technology for schools’ (Jones and Lagrange, 2003). They indicate, however, that classr oom implementation is not advancing in line with spending: ‘for upper secondary school pupils (aged 14-16), the proportion never, or hardly ever, using computers in their mathematics lessons is as much as 82%’ (Jones and Lagrange, ibid). Such considerations underline the importance of the work of the thematic group on tools and technologies in mathematical didactics. Although the word ‘tool’ is quite general, the Group’s focus is on computer tools. Of course, this does not exclude considering tool use in general