Abstract
The current chapter throws light on mathematical semantics and pragmatics. Believing that the mathematics has its own language and hence linguistics principles, the chapter tries to have an in-depth insight on how learner makes a meaning from an even simple event, while it takes place, and how these finally are assimilated by the learner. As learning is also experiential in nature, the contextual values, relationship, rapport, trust, confidence, in addition to simple interaction and plain interaction between learners and facilitators, play a vital and significant role in conceptual semantics and pragmatics of events and understanding of underlying mathematics. Context and situation are capable enough of changing perception-based mathematical meaning and meaning-making process, based on linguistics, associated with even the similar simple events. Hence, the context and situations must be created, associated and exploited up to the optimum level for enhanced conceptual teaching and learning of mathematics at par the daily life experiences for a better meaning-making process.
TopBackground
Linguistics inherits simplicity in complexity and complexity in simplicity, and so is the mathematics. This common nature of linguistics and mathematics, by and large, results into a bridge between the two. Semantics and pragmatics are at the core of the two, and hence, the semantics and pragmatics associated with mathematical concepts are affected. Semantics, basically, is study of meaning associated with a language (Syafrinaldi, 2012, p. 88). Pragmatics deals with the rules guiding the implications of things (Rubinstein, 2012, p. 189), while semantics with the meaning associated with the things. Pragmatics sees the world with an image, not merely a text (Doam, 2001). Pragmatics deals with the intent of communication or speaker meaning (Leech, 1983; Sperber & Wilson, 1986a; Sperber & Wilson, 1986b).