Teacher training as a key issue for the integration of computer technologies

In spite of many institutional actions, and the enthusiasm and militancy of pioneers, the integration of computer technologies into secondary mathematics teaching develops very slowly in France. In this text we point out some obstacles to integration which seem specially resistant—the limited ‘educational legitimacy’ of computer technologies, the underestimation of computer transpositive processes, the opposition between the technical and conceptual dimensions of mathematical activity, the relationship to instrumentation—and defend the thesis that the poor sensitivity of the usual teacher training to these obstacles partially explains its poor efficiency.