A presentation in National Meet on Mathematics at NCERT, New Delhi on the occasion of celebrating National Maths Year......

1. Vinod K. Kanvaria
Department of Education
University of Delhi
vinodpr111@gmail.com

2. Mathematics Teaching and Learning
This talk will cover the following:
Semantics of Mathematics
Pragmatics of Mathematics
Two Daily Life Experiences
How does it matter for teaching-
learning of Mathematics?
Conclusion

3. What is Semantics ?
Semantics !
What is it ?

4. What is Semantics?
Study of meaning associated with a
language (Syafrinaldi, 2012, p. 88)
Kisno (2012, p.2), Semantics is study
of meanings that can be expressed
Conceptual meaning, connotative
meaning, social/contextual meaning,
emotive meaning, reflected meaning,
collocative meaning and thematic
meaning

5. Objects
Meaning and Events
Semantics
Relationships
Knowledge of Semantics is expected to enhance
the quality of Mathematics teaching and learning

6. What is Pragmatics ?
Pragmatics !
What is it ?

7. Pragmatics
Deals with the Rules guiding
the implications of things
(Rubinstein, 2012, p. 189)
Sees the world with an
image, not merely a text
(Doam, 2001)
Deals with the intent of communication or speaker
meaning (Leech, 1983; Sperber & Wilson, 1986a;
Sperber & Wilson, 1986b)

8. Why should we keep in mind
Pragmatics?
Knowledge of Pragmatics is
expected to enhance the
quality of Mathematics
teaching and learning

9. Case 1
Event

10. Here is the Event
Child 1 Samosa
goes to for
Shopkeeper Rs. 5
Rs. 100 note,
Shopkeeper REFUSES

11. Case 1
Event

12. Here is the Event
Child 1 Samosa
goes to for
Shopkeeper Rs. 5
Rs. 5 note then Rs. 100 note,
Shopkeeper ACCEPTS

13. Case 2
Event

14. Here is the Event
Child 1 Tea
goes to for
Vender Rs. 5
Throws the Tea saying ‘not good’,
Shopkeeper CHARGES Rs. 5
not Rs. 10

15. Case 2
Event

16. Here is the Event
Child 1 Tea
goes to for
Vender Rs. 5
Doesn’t throw Tea saying ‘not good’,
Shopkeeper CHARGES Rs. 10
not Rs. 5

17. ?
Do all draw
the same
inferences?

18. ?
Do all see
the same
uses?

19. ?
Whose
views are
more
important?

20. Four Events
Four See it
Differently
Child as a Shopkeeper /
buyer Vender
Teacher or
Learner in the class Facilitator in the
class

21. Analysis
Event’s Semantics and
Pragmatics
Discussed at length w.r.t.
Context, Situations and
Emotions
Child as the Learner Shopkeeper as the Learner

22. Challenges for Mathematics
Challenges for
Learning of Mathematics
from Daily Life Experiences
Natural Sciences Social Sciences
Context Emotions
Situation Perceptions

23. Output for
Teaching & Learning
Facilitator Learner
Directed by Directed by
Situation related with Context
Situated Learning and Contextualized Learning

24. Output for
Teaching & Learning
Facilitator Learner
Directed by Directed by
Perception related with Emotion
Perception based Learning

25. Conclusion
It is the rapport, relationship, trust and
It is the rapport, relationship, trust and
confidence between the learner and
confidence between the learner and
the facilitator, in addition to simple
the facilitator, in addition to simple
interaction and utilitarian value,
interaction and utilitarian value,
which plays a vital role in perceiving
which plays a vital role in perceiving
mathematical concepts and
mathematical concepts and
which gives a different meaning
which gives a different meaning
and interpretations to the
and interpretations to the
concepts and the relationship
concepts and the relationship
between the people and the concepts,
between the people and the concepts,
as they are perceived.
as they are perceived.

26. Conclusion
Situation, context and
emotions must be given
exhaustive emphasis while
teaching and facilitating
learning of the
mathematical concepts as
most of the concepts are
perceived in context by the
learners.

27. What does it have for Teaching
and Learning of Mathematics?
Major Areas of
Concern for better
Teaching and
Learning
Situation Emotions
Social Sciences
Context

28. Mathematics Teaching and Learning
Our success will depend upon
the extent to which
we are able
to make learning better
for our learners.

29. Let us all join hands to
achieve excellence in
teaching and learning
of mathematics
through daily life
experiences

30. -to entire Teaching
fraternity, its students,
Organizations and
All……