We have about 30 years of experimentation and production of activities about the use of technologies in the teaching of mathematics. Different theoretical frameworks have been elaborated to explain certain phenomena of learning and to improve teaching approaches with technology. Notwithstanding these developments, the impact of technology in the mathematics classroom remains well below the impact of these in society. Therefore, researchers in mathematics education focused on understanding the obstacles that impede the use of technology in teaching practices. Theses researchers have highlighted factors that explain this situation. In this document, an analysis of these different obstacles is presented.