<p>Classroom voting is an active learning approach based around posing questions for students to answer during a class. We synthesise existing advice about the design of multiple-choice questions (MCQs) for classroom voting, and suggest directions for future research. Our findings highlight the importance of considering the context in which questions will be asked and the intended purpose of the voting. Our synthesis of the existing literature provides a basis for mathematics educators and mathematicians working to further develop and evaluate the use of classroom voting in undergraduate mathematics. We suggest three directions for future research: empirical work to compare different classroom voting approaches, developing principles to guide the design of questions for classroom voting, and the collaborative development of question banks.</p>