All knowledge is based on verbal and mathematical skills

Abstract

My hypothesis is if we are able to explain and demonstrate mathematical problems through examples taken from mother tongue learning or if we can offer some insights in the approach of mother tongue learning by describing mathematical problems, both basic competencies can be developed; that is a more conscious and better planned cross-curricular collaboration of these two subjects will have a positive influence on the devel-opment of both basic -mother tongue and mathematical - competencies. Comparison of mother tongue's syntactic and semantic rules to mathematical rules will positively influence understanding of mathematical problems. I am looking at some examples to explain these assumptions.