Finding interdisciplinary links between language and mathematics attracts particular interest. Such interest is caused by the fact that the language is the basis of any perception process as the consciousness exists only within the language scopes and in the solving of any problem applying to the mathematic approach, mathematical thinking results in a new level of perception. In this respect, integration of the Georgian language and mathematics is of certain interest. Many issues of bilingual

more »

... aching in the didactic-methodic context can be solved very successfully on the basis of the integrated teaching of the Georgian language and mathematics. In our opinion, such integration, in the context of multilingual education, for the activation of the bilingual education process, is of great significance. The point is that integrated teaching of mathematics and the Georgian language clearly demonstrates common, general regularities of mathematics and Georgian and this, on the basis of simple observations and analysis, will help the student to find similar regularities in his/her native language and this is the main goal of bilingual teaching. Here observation, analysis and other methods of thinking are used naturally and not artificially, resulting in a natural character of the student's bilingual perception: isomorphism of relations between the mathematical and the Georgian language concepts are also revealed. Therefore, such integration can play a decisive role in the activation of bilingual teaching and this is the absolute guarantee of good results regarding the bilingual teaching. A great significance of the interdisciplinary methodology application in the teaching process is universally recognized. This concerns all subjects but identification of the inter-subject links between the language and mathematics deserves particular attention. This is because the language is the basis of any cognitive process. As consciousness exists only within the language and in the solving of a problem, a mathematical approach, relying on mathematical thinking, ensures a high level of cognition. In this respect, many issues of integration of the Georgian language and mathematics is of interest. Primarily, we should argue that language is the means of communication. It is a certain code, a system of signs and a set of the rules for their use. The system includes the units of various levels: phonetic -sounds, intonation etc.; morphologicalparts of the word: stem, prefix etc.; Lexicalwords and their meanings; syntacticsentences. Speech is an activity of humans, an individual psychological phenomenon, using the lingual code and system of signs. Speech is a language in action. In a speech, linguistic units, being in absolutely different interrelations with each other, create an unlimited number of combinations. Speech is always spread and arranged in time and it reflects the characteristics of the speaker and depends on the context and communication situations. The question is why do individuals need mathematical speech and mathematics in general? To become a mathematician? -Not at all! Mathematics and mathematical speech is necessary for all. Actual subjects, phenomena and processes in nature are seen from the point of view of mathematical thinking in an absolutely different way.