This study reports on the implementation of an intermediate algebra curriculum centered on a framework of student-centered questions designed to investigate algebraic procedures. Instructional activities were designed to build discourse in the small-group discussion meetings of the course. Students were assigned writing prompts to emphasize the importance of understanding different aspects of a procedure beyond simple execution of the procedure. Skills-based pre- and post-tests were administered as well as a researcher developed procedural understanding instrument. No significant differences were observed between the treatment and control groups on posttest performance; however the treatment group showed a significant difference in gains from the pretest to the posttest. The treatment group did score significantly higher on the procedural understanding exam suggesting that the treatment was effective without hindering basic skill development. (Contains 3 tables and 4 figures.)