There is a large body of literature on the types of questions asked by teachers. Questions are a way that teachers use to bring students around to the correct mathematical concepts and procedures through "the negotiation of meaning for necessary condition of learning" (Voigt, 1992, p. 43). Teachers ask many questions, but we are not sure what their intentions are in asking the questions. The following review of recent literature provides a context for defining the role of and guiding questions in middle grades mathematics classrooms.