Two models of digitizing mathematics textbooks: Lessons learned and innovative perspectives

The article presents a comparative analysis of the digitization models applied in the development of digital mathematics textbooks for Grades 5–6 and Grade 9. The study highlights differences in conceptual design, levels of interactivity, content personalization options, and modes of access to digital resources, based on clearly defined pedagogical and technological criteria. The results show that the experience gained at the lower secondary education level provides a valuable framework for improving the pedagogical design of future digital textbooks, particularly by expanding the teacher’s role and supporting active learning. Finally, practical recomendations are proposed for the flexible integration of multimedia content and for the development of digital mathematics textbooks with enhanced pedagogical value.