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WIP: Bridging the Gap Between Instructional Design and Pedagogical Use: A Framework for Mathematics Educators

◐ medium · 2026-06-23teacher-role, k-12, stem-education, scaffolding, ai-literacy, higher-ed, generative-ai, llm, student-experience, intelligent-tutoring

Castillo Ventura et al. (2026) address the gap between instructional design of digital mathematics resources and their pedagogical use in classrooms. Their work-in-progress framework translates learning theory principles into observable pedagogical variables structured as metadata, enabling teacher-support systems to characterize digital resources for mathematics education. Drawing on a literature review documenting limited operationalization of learning theories in educational technology, the authors propose a multidimensional structure and focus on one dimension — the conceptual structure of content — showing how prior knowledge, representation, and conceptual construction can be represented as metadata. While early-stage (work-in-progress), this framework has potential relevance for designing Teacher Role-centered tools in STEM Education and for integrating AI Literacy considerations into digital resource selection.

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    • Citation

    Castillo Ventura, E., Solis Lastra, J. U., & Alves Franco Brandão, A. (2026). WIP: Bridging the Gap Between Instructional Design and Pedagogical Use: A Framework for Mathematics Educators. arXiv:2606.20934.