The purpose of this thesis is to investigate how mathematics teachers use Interactive WhiteBoard (IWB) Technology. The study is based on both an instrumental approach and considerations from Joint Action Theory. First, we examine the specificity of the problems raised by the use of this technology in an educational context. This part of the work unveils the instrumental complexity of the tool, which is often neglected in the institutional communication around the IWB. Second, we build a cartography of IWB uses through a quantitative survey involving 500 teachers. Finally, a study targeted towards six teachers selected among two different user categories shows strong category-independent similarities in the genesis of use of the IWB among these users. Our results globally demonstrate an instrumental trajectory divided in the following four steps: migration, exploration, stabilisation and prospection. Despite the reinforcement of collective phases observed, it seems premature to qualify the use of this technology as demonstrative. A detailed study of the two user categories reveals an enrichment of possibilities for joint action between students and teacher especially among expert users. The two categories differ in the way they design resources for this tool. Expert teachers develop a large range of orchestrations. In contrast, advanced capabilities of the IWB are only seldom used, and priority is given to the illustrative functionalities of the tool as well as its contribution to chronogenesis, topogenesis rather than to mesogenesis.
