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The purpose of this research was to investigate the improvement of students- mathematical communication through teaching under metacognitive scaffolding approach. This research used a quasi-experimental pretest-posttest control design. The subjects were elementary school teacher candidates in Bandung, Indonesia. There were two groups of subjects: experimental and control groups. The first group consist of 60 students who was touch mathematics under metacognitive scaffolding approach, while second group consist of 58 students who was touch under direct approach. By using mean difference test, the are two concusions of the reseacrh: (1) mathematical communication improvement between students who attended the course under metacognitive scaffolding approach higher than students who attended the course under direct approach, and (2) there is no significant interaction effect between teaching approaches and mathematical prior knowledge levels in improving students- mathematical communication.