Speech in interaction and educational quality: The challenges of constructing disciplinary knowledge in settings mediated by digital technology El habla en interacción y la calidad educativa: Los retos de la construcción de conocimiento disciplinar en ambientes mediados por tecnología digital
The sociohistorical perspective of human activity is particularly productive for defining educational quality in a certain sense. This article presents two studies to illustrate the use of this perspective in education. The first study describes the joint construction of websites on historical topics by elementary school children in the United Kingdom. The second study details the negotiation of the concept of consecutive numbers in a mathematics lesson that uses an Interactive Electronic Blackboard in Mexico. The statement is made that the participants attempt to construct knowledge through socialization in settings mediated by digital technology, and that their efforts can be reflected on and evaluated through methodological tools of the analysis of conversation and linguistic anthropology.