Purposeful questioning is one of the most important elements to promote successful mathematics understanding (National Council of Teachers of Mathematics, 2014; Ontario Ministry of Education, 2011). Questioning helps teachers to elicit, interpret, and respond to student thinking (Stein et al., 2008) and supports students' understanding, mathematical reasoning, and communication (Bywater et al., 2019; van den Kieboom et al., 2014). Questioning provides teachers a way to offer hints and clues as a form of just-in-time scaffolding (Dixon et al., 2019) and to probe student thinking (van den Kieboom et al., 2014). Effective questioning involves both advanced planning and in- the- moment adjustments based on student responses. This article situates an exploration of questioning within the context of the TQE Process (Nolan et al., 2016), where T stands for Tasks, Q stands for Questions, and E stands for Evidence. The use of the TQE Process allows teachers to "balance how to use mathematics with why the mathematics works" (National Council of Supervisors of Mathematics, 2014, pp. 20-21).