Analytical questions are the types of questions that can lead students to gain an understanding of a concept and explore reasoning. This research is a descriptive, qualitative study investigating the emergence of analytical questions and their interaction patterns in group discussions facilitated by a scientific approach to learning. The subjects of this study were 30 students aged 14 years with heterogeneous mathematical abilities; they were distributed into five groups. Data were collected through observation with a video recorder as a tool. Method triangulation was carried out for the data validation process. The data were analyzed through data reduction, data presentation, and conclusion. The results showed that in group discussions: (1) observing is the dominant stage in raising analytical questions, (2) students with low mathematical abilities were dominant in triggering the emergence of analytical questions, and (3) dominant interactions occurred between students with low mathematical ability as the questioner and students with high mathematical ability as the answerer.