The article illustrates the Kindergarten students' development of mathematical pattern and structure across number, space and measurement from a teaching intervention. The intervention program was focused on pattern-eliciting tasks, which involved teaching episodes focused on unitising, counting, partitioning, simple repetition, functional thinking, spatial structuring and congruence, and similarity.
Version originally published as Mulligan, J., Mitchelmore, M., Kemp, C., Marston, J. & Highfield, K. (2008). Encouraging mathematical thinking through pattern and structure: an intervention in the first year of schooling. Australian primary mathematics classroom, 13(3), 10-15. Version archived for private and non-commercial use with the permission of the author and according to publisher conditions. For further reproduction rights please contact the publisher at http://www.aamt.edu.au/Webshop/Entire-catalogue/Australian-Primary-Mathematics-Classroom.