Umeå universitets logga

This paper presents how static and dynamic text elements in digital teaching materials can express textual logical cohesion in mathematics text. We analyse five items in both static and dynamic versions to explore how these formats expand the text logically. The results reveal that in the versions with dynamic functions, the reader is offered a logic that differs from the static presentation, which more often describes mathematics as given facts without allowing the reader to investigate logical connection themselves. At the same time, the dynamic functions place new demands on the reader.