This study was aimed at identifying the thinking error of the students in solving mathematics problems and providing the scaffolding. The study was descriptive explorative. This study was conducted in Mojokerto.The subjects were 25 students, however, only 3 were described since the scaffolding used was of level 2. Data were collected initially by asking the subjects to solve mathematic test items. Error patterns were identifi ed from the students’ works. The students who made errors were chosen as the research subjects. Findings show that there were differences in the students’ thinking patterns before and during the provision of scaffolding. These differences occur due to the different scaffolding treatments according to the thinking errors. For students who have diffi culties in understanding problems, the scaffolding is in the form of leading questions. For those who have diffi culties in connecting previous concepts, the scaffolding is in the form of drawing tables and recalling previous materials. For students who have diffi culties in organizing a strategy, the scaffolding is in the form of recalling the strategy that has been planned.