Learning Mathematical Speech in Productive Bilingualism: Psycholinguistic Aspects

The effectiveness of using native and Russian languages ​ ​ in teaching mathematics as a means of forming students' cognitive interest in mathematics is being investigated. The essence of the experimental study is that the assimilation of mathematical knowledge by schoolchildren is ultimately reduced to the assimilation of a system of mathematical concepts and natural connections between them, objectively reflecting quantitative relations and spatial forms of the real world. The training of students in mathematical speech is understood as the process of developing certain skills and skills that go through several stages of formation and formation in the presence of appropriate conditions for this. During the study, educational and psychological monitoring was carried out to track the effect of bilingual mathematics learning on the intellectual development of students.