PYTH 39(1)_Table of contents.indd Open Accesshttp://www.pythagoras.org.za Index i ISSN: 1012-2346 (print) ISSN: 2223-7895 (online) Editor-in-Chief Alwyn Olivier Stellenbosch University (retired), South Africa Associate Editors Anthony Essien University of the Witwatersrand, South Africa Faaiz Gierdien Stellenbosch University, South Africa Rajendran Govender University of the Western Cape, South Africa Dirk Wessels Stellenbosch University, South Africa Editorial Board Jill Adler University of the Witwatersrand, South Africa Bill Barton University of Auckland, New Zealand Marcelo Borba São Paulo State University, Brazil Doug Clarke Australian Catholic University, Australia Jeremy Kilpatrick University of Georgia, United States of America Gilah Leder La Trobe University, Australia Stephen Lerman Southbank University, United Kingdom Frederick Leung University of Hong Kong, SAR, China Liora Linchevski Hebrew University of Jerusalem, Israel John Malone Curtin University, Australia Andile Mji Tshwane University of Technology, South Africa Willy Mwakapenda Tshwane University of Technology, South Africa John Olive University of Georgia, United States of America David Reid University of Bremen, Germany Paola Valero Stockholm University, Sweden Renuka Vithal University of KwaZulu-Natal, South Africa Anne Watson Oxford University, United Kingdom Volume 39 Number 1 December 2018 ‘Islamic geometric patterns’. Retrieved from: https://www. kisscc0.com/clipart/islamic- geometric-patterns-islamic-art- islamic-arc-szgqj7/ Page i of ii Information for Authors and Readers Review Article Acquiring mathematics as a second language: A theoretical model to illustrate similarities in the acquisition of English as a second language and mathematics Maureen Ledibane, Kotie Kaiser, Marthie van der Walt Original Research The effects of examination-driven teaching on mathematics achievement in Grade 10 school-based high-stakes examinations Onyumbe Okitowamba, Cyril Julie, Monde Mbekwa Metacognitive awareness and visualisation in the imagination: The case of the invisible circles Divan Jagals, Martha van der Walt Affordances for learning linear functions: A comparative study of two textbooks from South Africa and Germany Kathryn Mellor, Robyn Clark, Anthony A. Essien Students’ understanding of geometry terminology through the lens of Van Hiele theory Jogymol Alex, Kuttikkattu J. Mammen Teachers’ learning and assessing of mathematical processes with emphasis on representations, reasoning and proof Satsope Maoto, Kwena Masha, Lekwa Mokwana Tracking Grade 10 learners’ geometric reasoning through folding back Samuel Mabotja, Kabelo Chuene, Satsope Maoto, Israel Kibirige ‘Eighteen hands high’: A narrative reading of Animal Farm from a mathematical perspective Liveness Mwale, Willy Mwakapenda Mathematical sense-making through learner choice Piera Biccard Conversations in a professional learning community: An analysis of teacher learning opportunities in mathematics Million Chauraya, Karin Brodie Beyond test scores: A framework for reporting mathematics assessment results to enhance teaching and learning Meshack Moloi, Anil Kanjee Exploring teachers’ use of technology in teaching and learning mathematics in KwaZulu-Natal schools Odette Umugiraneza, Sarah Bansilal, Delia North Correction Corrigendum: Metacognitive awareness and visualisation in the imagination: The case of the invisible circles Divan Jagals, Marthie van der Walt Reviewer Acknowledgement Guidelines for Authors ii 1 13 23 33 45 53 63 73 83 92 101 115 128 129 130