| Sumario: | The study comprehensively examines the motivation towards science and the mathematical patterning skill levels of children aged 60-72 months, the relationship between these scales, the extent to which the Interest in Learning Science and Independence Versus the Need for Support for Learning Science sub-dimensions predict preschool mathematical patterning skills, and the impact of gender on these scale scores. The research was conducted on 401 children attending kindergartens and preschool classes in the city center of Afyonkarahisar. In this relational survey study, the "Teacher Rating Scale of Children's Motivation for Science" was used to measure children's motivation towards science, and the "Preschoolers' Mathematical Patterning Skills Test" was utilized to assess their mathematical patterning skills. The findings indicate that children's motivation towards science shows positive and significant relationships with mathematical patterning skills and significantly predicts children's mathematical patterning abilities. Furthermore, it was determined that gender does not have a significant effect on children's motivation towards science and their mathematical patterning skills. These results suggest that children's motivation for scientific subjects contributes to the development of mathematical skills and that this process is independent of gender. The research highlights the importance of supporting motivation towards science and mathematical patterning skills during early childhood and suggests the need for further research in this area.
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