Abstract
In this paper, we are interested in the analysis of the instructional use of mathematical ILE. First, we will describe the evolution of « problematics » in research studies dealing with this subject over the last ten years. After a period of studies mostly based on a postulate of learning improvement, some didactical phenomena were highlighted. This has led to the development of theoretical approaches which allow to take into acccount these phenomena. We will introduce the instrumental and ecological approaches with examples. Secondly, we will present a collaborative research that aims to underline processes for analysing studies concerning the integration of ILE into mathematics teaching. This study confirms the necessity of varying approaches in order to grasp the complexity of the instructional use of an ILE. We will briefly describe the methodology and the main results in relation to the phenomena previously mentioned.