Pedagogical content knowledge (PCK) 

“Pedagogical content knowledge (PCK) of mathematics has been identified as a critical factor on children’s mathematical achievements” (Lee, 2010, p.28).

Pedagogical content knowledge is a term that refers to teachers’ pedagogical knowledge and their content knowledge, that is, their knowledge of a subject and their knowledge of how to teach that subject to others (Lee, 2010). More specifically it refers to the way these two ideas are linked or related (Koehler & Mishra, 2006).

A teacher can have sound knowledge of content that is to be taught but without pedagogical knowledge of how to teach the content teaching is less effective (Lee, 2010). So having high level of content knowledge and a high level of pedagogical knowledge is needed to supply high quality education programs.

In early childhood mathematics education studies have shown that teachers with high PCK “implement higher quality mathematics instruction in their programs” (Lee, 2010, p.35).

Educators need to have a solid knowledge of pattern in order to teach it to children. To help further this knowledge the following terms are defined: pattern, comparing, sorting, Classifying, and repeating pattern and unit of repeat.