This article is part of the Theatre in Mathematics project (TIM), where we use drama and roles to involve students' actively in their learning of mathematics. In this article, we report on the use of roles in group work in mathematics. The data comes from one group of six students that were given roles to use during joint task solving, and the analysis is based on transcriptions from the lesson. In this particular group, two of the students enacted the role of the curious very actively. We find that these two ask almost all the questions. Looking further into it, we find four types of questions that are most frequent: requesting answers and claims, requesting explanation, requesting evaluation and clarification, and requesting argumentation. The last three types are essential parts of explorative talk, and we conclude that our study has illustrated how an active role of curios can move the discussion forward in ways similar to explorative talk. This study is an example how the teacher can shift the focus from teacher questioning to student questioning in the mathematics classroom.