The purpose of this paper is to account for the advancement of questioning in mathematics education. Four sections focus on: (1) Importance of Questioning in Education (a historical perspective of questioning from the 1960s through the 1990s); (2) Cognitive Classification of Questions (Costa's Levels of Thinking, Webb's Depth of Knowledge, and Hess' Cognitive Rigor Matrix); (3) Communication Patterns for Questioning (recitation, discussion and productive discussion); (4) Constructivist Questioning (the influences of Piaget and Vygotsky); and (5) Teacher Questioning in Mathematics (gathering information, probing thinking, making mathematics visible, encouraging reflection and justification, mathematical routines, and sociomathematical norms).