International audienceTaking Mathematics as an exemplar, this paper addresses the processes of dissemination, regression and resurgence in the development of technological innovations for teaching/learning. Starting from the notion of technological revolution, the concepts of paradigm, instrumented action schemes and professionality are used to analyse these processes, and particularly the position of a key actor: the teacher. The example of the blackboard helps to specify how the paper looks to evolutions resulting from the use of artefacts for teaching/learning. It shows how the above concepts are relevant to analyse a century long process.Then the paper considers technological revolutions that proposed their paradigms in the last thirty years. These new paradigms demand deep changes in teachers’ professionality as well as instrumental genesis particular to the associated tools. These changes and new genesis can only develop on the long run.Mathematics teaching/learning was particularly affected by two overlapping revolutions: programming and symbolic computation on one side, and visualisation and interactivity on the other side. The underlying paradigms did not really permeate teaching practices. Didactical research worked to reconstruct these paradigms especially by taking the teacher into account. But, meanwhile, some of them lost their topicality. The Internet revolution deeply impinges on the teachers’ professionality. The paper offers two potential models of evolution and points out entries for research studies
