The aim of the current research is to build a proposed educational unit based on the multiple representations of second-year Preparatory school students, and to determine its effectiveness in developing their ability to discover mathematical patterns and developing their mathematical thinking, it also aimed at determining the relationship between students’ ability to discover mathematical patterns and their mathematical thinking. The proposed educational unit based on multiple representations, the mathematical patterns test and the mathematical thinking test had been built. a sample of 72 students in the second-year Preparatory school (35 experimental, 37 control) had been selected, and tests were applied on the experimental and control groups (pre- test), then the proposed educational unit was taught to the experimental group, after completion of the teaching process, tests were applied on the two groups( post- test).Statistical analysis of the data, has revealed a number of results: The performance of the experimental group in mathematical thinking and mathematical patterns is better than the performance of the control group in the post- test. The performance of the experimental group in mathematical thinking and mathematical patterns in the post test is better than the pre- test. The effectiveness of the proposed educational unit in developing the ability of the experimental group students to discover the numerical, shape, table, linear, and mathematical patterns as a whole, and in developing the students’ ability to some components of mathematical thinking: guess and induction. The proposed educational unit wasn’t effective in developing the ability of the experimental group students to discover the verbal and the quadratic patterns, and in some components of mathematical thinking: visual, logical, and mathematical thinking as a whole. There is a positive and statistically significant correlation between the performance of the experimental group students in the mathematical thinking and their performance in the mathematical patterns test. There is no statistically significant correlation between some components of mathematical thinking and some mathematical patterns. The research recommended that the mathematical patterns and thinking skills should be involved in the curriculum during grades K-9.
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