This dissertation is a synthesizing document of a body of research addressing the theme of teachers' practices and teacher education related to the integration of new technologies into school mathematics. Building on the general theoretical frame of the Double Approach, the diverse research studies presented in this document go further and provide theoretical constructs more adapted to the issue of ICT integration. The first area investigated is that of ordinary practice of mathematics teaching with technologies. The synthesis identifies common characteristics related to this use, analyzes certain regularities in teaching practices and investigates the factors that determine them. A first analytic framework is thus developed emphasizing three main dimensions: cognitive, pragmatic and temporal, in the understanding of how ordinary teachers face professional challenges and constraints and what changes could be observed in their technology-based activity at the classroom level. The second area focuses on evolutions of technology uses by teachers. Integrating aspects of the Instrumental Approach into the original theoretical considerations, these evolutions are modeled in terms of geneses of technology uses. The model thereby developed considers these geneses as movements that articulate three levels of organization of teachers' practices: a micro level, a local level and a macro level. It also examines the interplay between different spheres of uses, i.e. personal geneses of uses and professional geneses of uses. The last area is about the professional education of mathematics teachers and teacher trainers in relation to technology use. Synthesizing the results of research related to this issue sheds light on this training system, seen from the "outside". The focus here is on the study of training strategies and on trainers' profiles. It also presents, in articulation with the previous results on teachers' practices and geneses of technology uses, a perspective of study of this system seen from the "inside". The conceptual framework deployed here emerges thus in a more grounded manner, the researcher being personally engaged in the training of teacher trainers.
