Abstract
The article discusses the issues of establishing in the practice of elementary school interdisciplinary interaction between the lessons of the philological cycle and the lessons of mathematics, as required by the competent paradigm of modern education. The authors analyze the methodological approaches and pedagogical practice of modern elementary school, identifying possible points of interdisciplinary connections between reading lessons and the Russian language and mathematics lessons. The article attempted to identify meaningful inter-subject connections, gives examples from the lessons of mathematics and literary reading, illustrating general psychological, pedagogical and methodological approaches to texts in the lessons in these disciplines.
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