In this article, the author discusses a project involving the observation of 12 teachers in different schools, teaching pupils at Key Stage 3 of differing ages and abilities, noting both questioning techniques used and pupils' responses. The teachers involved were volunteers, chosen to give a range of experience, styles, and school, and included a head of department, teachers on the QTS scheme, and teachers whose initial qualification was not in mathematics. The questions in all parts of the lesson were recorded, although plenary sessions were rare. The author's initial intention was to distinguish between open and closed questions and note the type of pupils' responses to each, however she discovered that she was able to transcribe teachers' questions verbatim. During many of the lessons she talked to pupils and was particularly interested in the way in which they discussed their work (use of vocabulary, depth of explanation etc). Surprisingly, results show how little time teachers spend on questioning pupils, how few questions they ask, and how little variation there is in the types of questions they use. Suggestions on how to effectively use pupil questioning in the mathematics classroom are provided.