Focusing on the question that is being discussed in a mathematics lesson is suggested as an approach to teaching developmental mathematics at the college level. Ways in which students can be involved with the question are described. First, some contagious cliches that are used by students are given. Then a few antidotal aphorisms and educational epigrams about learning are listed. Following these are specific exploration exercises to help develop the alternative of focusing on the question, with commentary on how to use them. They are designed to give students a successful introductory experience with each new concept. (MNS)