This article inquiryinquires about and portrayedportrays the existing classroom practices in mathematics pedagogy, onincluding the understanding and uses of questioning by mathematics teachers in the Nepalse context. For this, a narrative inquiry approach has been used to focus on the experiences of six mathematics teachers working in schools in the Kathmandu Valley, Nepal, by using. A criterion-based selection strategy was used to choose research participants to be involved in this research (Roulston, 2010). It aims to examine the complexities of experiences by gaining insight into how understanding andthe uses of questioning in the mathematics classroom. This inquiry takes a view from the various theoretical lenses,: namely, sociological perspectives, behaviorists; behaviorists' to constructivistsconstructivists' approaches,; categories of questioning as per expertise,; critical pedagogical perspectives; and algorithmic and daily life practices, for analysis of how to interlock toand create unequal power relations in the mathematics classroom, which exist while questioning from teachers'the teachers' view. With those issues in mind, this study was designed to explore the following research question: How do teachers narrate their experience of understanding and usage of questioning in relation to mathematics pedagogy? Subscribing to a narrative inquiry for meaning-making, this article studied foregrounds of the six mathematics teachersteachers' voices and experiences,; the power relationship about whose experiences are valued and whose voice can be heard in their mathematics classroom while questioning the students. InThe conclusion revealed, the majority of the mathematics teachers seem to be conformist mathematics teacher at the beginning of their teaching career, but later on, they were nonconformist by being flexible enough in questioning. Further, the majority of the research participants asked more questions within the simple to complex level and highly focusingfocused on simple (low level) questioning, claiming to encourage students in mathematical discussion.