Digital learning platforms are increasingly finding their way into (German) schools. This trend could already be observed before the pandemic situation and the associated school closures. However, it is problematic in this context that, on the one hand, a large number of learning platforms already exist on the education market, but on the other hand, established platforms have hardly been studied in an empirically reliable way. Whether learning platforms actually offer a didactically justifiable added value for teachers and students can therefore hardly be answered on the basis of evidence. This article takes up this desideratum and examines – by way of example with reference to analyses of a total of 5772 tasks on the topic area “procedural (‘know how’) and conceptual (‘know why’) fractional knowledge” on the learning platform bettermarks – the given task quality with regard to comprehension orientation as an indicator for potentials of digital learning platforms in mathematics education. The results show that the exemplarily selected learning platform bettermarks has potentials for the enhancement of procedural as well as conceptual fractional knowledge – but with a clear focus on tasks for the enhancement of procedural fractional knowledge. Processes of “understanding why” mathematical facts apply are probably hardly initiated by this alone. In the case of targeted new and further development of learning platforms, it is correspondingly important to explicitly consider a conscious implementation of a diverse task culture and to always critically reflect on the role of such platforms in the teaching-learning process.