Despite the wide availability of digital resources for teaching mathematics, their effectiveness still depends on selection and integration processes that often lack explicit pedagogical criteria. This condition reveals a gap between the instructional design of resources and their pedagogical use in the classroom. To address this gap, this work advances the operationalization of learning theories through observable pedagogical variables. The proposed contribution translates principles derived from learning theories into dimensions and variables structured as metadata, thereby enabling the characterization of digital resources for teacher-support systems in mathematics education. Drawing on a literature review that evidences the limited operationalization of these theories in educational technology, the paper proposes a multidimensional structure. It then focuses on one of these dimensions: the conceptual structure of content. Specifically, it shows how aspects such as prior knowledge, representation, and conceptual construction can be represented as metadata to support the pedagogically informed selection and integration of digital resources.

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