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L'ouvrage, Mathematics and technology, a CIEAEM sourcebook, vient de paraitre en format numérique et sera bientôt disponible sous forme papier. Coordonné par Gilles Aldon, Fernando Hitt, Luciana Bazzini et Uwe Gellert, il discute de l'importance de l'usage des technologies pour l'enseignement et l'apprentissage de concepts mathématiques. Deux chapitres reprennent des travaux menés dans des LéA  : Le chapitre Formative Assessment and Technology:Reflections Developed through the Collaboration between Teachers and Researcher, lié au LéA Lycée Parc Chabrières et au projet FaSMED  analyse comment l'évaluation formative peut être mise en oeuvre par les enseignants et les élèves en mobilisant la technologie. Le chapitre Problems Promoting the Devolution of the Process of Mathematisation: An Example in Number Theory and a Realistic Fiction lié au LéA ChERPAM-IREM de Montepllier, traite de la question de la modélisation en mathématiques à travers des problèmes de mathématiques, et des problèmes de fiction réaliste, et en lien avec les technologies.&#160;Ces travaux donnent une belle idée de la façon dont  l'équipe EducTICE de l'IFE travaille en collaboration avec les enseignants au sein des LéA.Aldon, G., Hitt, F., Bazzini, L. Gellert, U. (2017). Mathematics and technology, a CIEAEM sourcebook, Springer International Publishing, DOI 10.1007/978-3-319-51380-5Aldon, G., Cusi, A., Morselli, F., Panero, M., Sabena, C. (2017). Formative Assessment and Technology : Reflections Developed through the Collaboration between Teachers and Researchers in Aldon, Hitt, Bazzini, Gellert Mathematics and technology, a CIEAEM source book, SpringerRésumé : In this work, we present the analysis of the ways in which formative assessment processes can be developed, by the teacher and the students, thanks to the support given by technology. The analysis is carried out focusing on two case studies developed in France and Italy within the European Project FaSMEd, with two main aims: (1) highlighting how the different functionalities of technology could support formative assessment strategies at the teacher’s, the students’ and the peers’ levels; and (2) characterising the dynamics that intervene within programs involving a strict collaboration between teachers and researchers. Through the analysis of the two case studies we discuss, on one side, the effectiveness of the adopted theoretical tools, and, on the other side, the contribution, in terms of professional development, of the collaborative work developed within the project.Aldon, G., Durand-Guerrier, V., Ray, B. (2017). Problems Promoting the Devolution of the Process of Mathematisation: An Example in Number Theory and a Realistic Fiction in Aldon, Hitt, Bazzini, Gellert Mathematics and technology, a CIEAEM source book, SpringerRésumé : Modelling is a complex and difficult process when studying phenomena from real-life situations. However, it is an important part of the work of mathematicians that needs to be addressed in the teaching of mathematics. We have studied two different types of problems, the first within mathematics and the second in the form of “realistic fictions”, that is to say, a problem inserted into a fictional context allowing a modelling process. We hypothesize that the solving of both of these types of problem requires constructing meta-mathematical skills as well as using mathematical knowledge. In both cases, we stress the different roles of technology as a medium of communication and in providing a dynamic environment.&#160;