Dissertation (MA Education)This study aimed to examine the ways teachers scaffold young children’s Mathematics learning activities in pre-primary schools in Kinondoni District, Tanzania. The study deployed a case study design and followed a qualitative research approach. Socio-cultural theory guided the study and it involved 20 informants who were purposively selected. Data were collected through semi-structured interviews, direct observation and documentary review. The data collected through interviews and documentary review. Data were analyzed by using description of teachers teaching behaviours (Woods, 1983).The study revealed that, teachers’ support on mathematics learning activities among children is rarely done in pre-primary classrooms. The use of traditional methods of teaching such as lecture method were found to dominate teaching of Mathematics activities and reduced the chance of involving the children to learn actively. However, lack of teaching and learning facilities, large number of children in the classrooms and lack of in-service training and experience were found to be challenges that hinder scaffolding practices during teaching mathematics learning activities. Based on these findings, it was recommended that; teachers should improve their teaching of mathematics through use of activity-oriented teaching and provide learning assistance to children when performing Mathematics learning activities. Also, there is a need for MoEVT to prepare or develop professional development programme to orient teachers on how best to scaffold children’s mathematics learning.