According to the “embodied instrumentation” approach, recently described by Paul Drijvers in his plenary at CERME11, the aim of this paper is to focus on the idea that embodied and instrumental experiences can be coordinated and aligned. Two examples are presented in an explorative way and the interplay between bodily and instrumented activities is analysed from students’ dialogues to show how an integrative approach to tool use could foster mathematics teaching and learning. This first insight into earlier works calls for the need to deeply define the main features of the embodied instrumentation as a promising approach and attempts to sketch a possible direction for further investigations into this new, interesting and relevant topic.