A framework helps teachers select and integrate digital math resources using pedagogical principles translated into descriptive metadata.

In plain terms

Many digital tools are available for teaching mathematics, but their true effectiveness depends on how teachers select and use them, often without clear educational criteria. This paper highlights a gap between the design of these resources and their actual use in the classroom. To bridge this, the authors propose a framework that breaks down learning theories into observable teaching variables, called metadata. This metadata allows for the detailed characterization of digital resources, specifically focusing on how they address students' prior knowledge, the way concepts are shown, and how new understanding is developed. The ultimate goal is to enable "teacher-support systems" to help educators choose and integrate digital tools more effectively based on strong educational foundations.