Joanne Mulligan, Mike Mitchelmore, Coral Kemp, Jennie Marston and Kate HighfieldUsing a design approach, this study monitors the influence of patterning tasks on the mathematics learning of 10 Kindergarten children. The children were engaged in a Pattern and Structure Mathematics Awareness Program over 15 weekly teaching episodes. Children were pre- and post-tested using an interview assessment of pattern and structure (PASA) and a standardised mathematics test. Nine of the 10 children showed impressive growth in their ability to represent and symbolise simple and complex patterns, arrays, grids, partitions, borders, and growing patterns. They also showed substantial improvement in mathematical skills such as counting in multiples, sequencing, similarity and congruence, and co-linear structure.