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.
The ESTEREL synchronous programming language and its mathematical semantics
