Estefany Castillo Ventura, Javier Ulises Solis Lastra, Anarosa Alves Franco Brandão (2026) — arXiv:2606.20934 (cs.CY) 📄 Full text (arXiv)
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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