This study aims to analyze the questioning types posed by two novice elementary school teachers in a professional learning community for mathematics instruction, and to further investigate the timing and frequency of their use of four questioning types across different units and purposes in mathematics classroom. The participants in this study are two novice teachers who have different professional backgrounds and participate in the professional learning community for mathematics instruction. The analyses are based on interviews and video analysis of mathematics instruction. The main findings are as follows: (1) There was no significant difference in the frequency of questioning types used in mathematics instruction. However, the questioning types posed by the two novice teachers varied under different instructional goals and students’ performances. (2) The professional backgrounds of the two novice teachers influence the questioning types they used in mathematics instruction. Based on these findings, this paper provides some recommendations for the development of teachers' professional knowledge in mathematics instruction and for future research.