The purpose of this research was to analyse types of questions and questioning skills of Mathematics teachers at the lower secondary education level in Bangkok Metropolis. The samples were 96 Mathematics teachers randomly selected from 112 lower secondary schools under the jurisdiction of the Department of General Education, Bangkok Metropolis. The research instrument was an observation form of types of question and questioning skills of Mathematics teachers. The data were analyzed by means of frequency and percentage. The results were as follows : 1. The lower secondary school Mathematics teachers used lower-order questions at 99.41 percent and higher-order questions at 0.59 percent. When considering the lower-order questions, it was found that Mathematics teachers used questions that require students to recall specific fact, definitions, conventions and formula the most. 2. The lower secondary school Mathematics teachers used good questioning skills at 25.90 percent and avoid questioning skills at 74.10 percent. When considering the avoid questioning skills, it was found that Mathematics teachers used the chorus response from students the most.