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Contemporary comprehensive mathematics teaching material covering whole courses has developed substantially from the early versions that roughly were 'books as pdf' with some complementary online material. In teaching materials that are offered in online web portals (digital teaching platforms) a variety of dynamic and interactive elements can be utilised, offering new ways to engage with mathematics. Despite this recent development, the variety of affordances of the digital environment are utilised to a surprisingly small extent. The pros and cons with digital teaching materials in mathematics are debated, and publishers advertise with arguments about algorithms that lay out an ideal learning path and about joyful content. Critical for students' learning while working with teaching materials is however that they find it meaningful to use the materials, a persistence in the interaction with the materials, and furthermore that the willingness to explore mathematics remains. In this study students' interaction with digital teaching material with various kinds of dynamic and interactive elements supplementing the static parts in the presentation of new content is explored. Differences in students' attention to mathematical facts, essential in the problem solving, is captured using an eye-tracker. Analyses of differences in attentive behaviour depending on the kind of digital element that are used for presentation reveal that the type of digital element that students attend the least to is static elements. Differences in what is offered to and what is demanded from a reader when mathematical facts are presented using various digital elements is discussed and potential implications from the results are suggested.

Silence is a common phenomenon in language learning where students stay silent, and it is potentially frustrating to instructors and not conducive to the foreign language input and output necessary for ongoing classroom-based language learning. Silence has been investigated initially in the face-to-face classroom and discussed thoroughly over the years. Most studies emphasized the role of verbal interaction in language learning, while silence exists in English as a Foreign Language (EFL) contexts as a part of the interaction. Rare research investigates silence in face-to-face EFL learning contexts using phenomenography to understand students ways of experiencing silence. Therefore, this study aims to explore how Vietnamese undergraduates experience silence in face-to-face EFL learning using phenomenography at a Vietnamese university. Data were conducted through semi-structured interviews with 15 Vietnamese undergraduates analyzed following the phenomenographic principles to identify each conception s referential and structural aspects. Eleven categories were found following five main conceptions of silence, namely, sociocultural dimension, affective dimension, psycho-linguistic dimension, interactive dimension, and individual dimension. The findings illustrate the multilayers and complexities of students silence in face-to-face EFL context and point out new findings to discover potentially in EFL. It implies that silence can be a powerful tool for students learning, so understanding multifaceted students silence will enhance educators pedagogical practices in foreign language teaching and learning. This study also implies that educators should understand students social self and self to create a learning atmosphere for individual differences.

The article focuses on productive interaction between media arts and cultural industries in the Lebanese art and cultural scene ranging from an established and conservative art that refers to tradition and embraces the forms and contents of its time to a culturally resistant art that experiments with new forms and messages. Topics include considered that the latter is a revolutionary art invoking novelty in opposition to the former conception of art, specific to artists integrated into the milieu of instituted system.