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The last decade has seen the development in France of a significant body of research into the teaching and learning of mathematics in CAS environments. As part of this, French researchers have reflected on issues of 'instrumentation', and the dialectics between conceptual and technical work in mathematics. The reflection presented here is more than a personal one-it is based on the collaboration and dialogues that I have been involved in during the Nineties. After a short introduction, I briefly present the main theoretical frameworks which we have used and developed in the French research: the anthropological approach in didactics initiated by Chevallard, and the theory of instrumentation developed in cognitive ergonomics. Turning to the CAS research, I show how these frameworks have allowed us to approach important issues as regards the educational use of CAS technology, focusing on the following points: the unexpected complexity of instrumental genesis, the mathematical needs of instrumentation, the status of instrumented techniques, the problems arising from their connection with paper/pencil techniques, and their institutional management. 1 This paper is based on a plenary lecture given at the Second CAME (Computer Algebra in Mathematics Education) Symposium that took place at the Freudenthal Institute in July 2001.