How does the design of lessons impact the types of questions teachers and students ask
during enacted high school mathematics lessons? In this study, we present data suggesting that
lessons designed with the mathematical story framework in order to elicit a specific aesthetic
response (“MCLEs”) have a positive influence on the types of teacher and student questions
asked during the lesson. Our findings suggest that when teachers plan and enact lessons with the
mathematical story framework, teachers and students are more likely to ask questions that
explore mathematical relationships and focus on meaning-making. In addition, teachers are less
likely to ask short recall or procedural questions in MCLEs. These findings point to the role of
lesson design in the quality of questions asked by teachers and students.Accepted manuscrip