Implementing Interactive Digital Mathematics Textbooks in Grades 5–6: A Practice-Based Approach to Competence Development

Abstract

This study investigates the pedagogical design and educational potential of interactive digital mathematics textbooks for lower secondary education (Grades 5–6) within the context of Moldova’s ongoing digital transformation. The research combines international benchmarking (France, Finland, and Romania), an analysis of alignment with the Moldovan National Curriculum for Mathematics, and the development of a typology of interactive learning activities derived from the design of the MDIR-Mate digital textbooks.

The findings indicate that effective implementation depends on the coherent integration of curriculum objectives, pedagogical design, technological infrastructure, and teacher preparedness, rather than on the simple digitisation of printed materials. The curriculum analysis confirms a strong correspondence between competence-based curriculum principles, and the instructional capabilities of interactive textbooks. The proposed four-category typology – comprising practice and consolidation, exploratory simulations, contextualised problem-solving, and assessment/self-assessment activities – offers a practical framework for designing digital resources that foster both conceptual understanding and procedural fluency.

The study concludes that interactive digital textbooks (IDTs) can effectively support competence-based mathematics education when implemented within coherent pedagogical and curricular frameworks. Further longitudinal research is recommended to examine learning outcomes, interaction patterns, and the role of teachers’ digital competence in successful implementation.

Keywords: digital textbooks, mathematics education, lower secondary education, interactive learning activities, competence-based learning, ICT integration, digital pedagogy, educational innovation