Mathematics teacher questioning plays a significant role in students' learning. Research has persisted in analyzing teacher questioning from a cognitive perspective. Considering teaching as a relational practice, we explored teacher questioning from cognitive and affective perspectives. Data comprises 14 video-audio recordings, field notes, teacher's reflections, and pictures of a mathematics high school teacher while he taught linear functions. We analyzed the teacher's questioning using Bloom's cognitive and affective domains. We then characterized the type of questions concerning students' mathematical identity formation. We found that the teacher questioning techniques consisted of shifts between cognitive levels domains and added affective connotations with influence on students' mathematical identity. Using questions to promote students' cognition and mathematical identity formation is a form of caring teaching practice. [For the complete proceedings, see ED658295.]