Understanding vs. Getting It Done

As I continue to ponder the amount of learning in my classroom,
I have sat back to look at the students engaged in the learning process.
What I have observed is that students fall into two categories:

Working to Understand and Working to Get it Done

Working to Understand
The students that are working to understand are communicating about math.
Questions are being asked of each other.
  1)  How do you know?
  2)  Why is this?
  3)  What is this asking?
  4)  What do I need to do?
Its in the answering of these questions that pushed the thinking of all parties involved.
One has to explain...thus having to justify their thinking.
The other has to be cognizant of what they understand and what they don't,
Thus prompting the question.
Once an explanation has been given, more metacognition must be happening on the questioner's part to determine if they get it or if more work needs to be done.

Working to understand is an ongoing process, with uphills and downhills and bumps in the road.
The student working to understand perseveres even when frustration sets in.

Working to Get It Done
Students working to get the task done have only one goal...to get it done.
It does not matter to them if they understand or not,
But that all the blanks are filled, all the t's are crossed and the i's are dotted.
Questions used of those strictly working to accomplish the task include...
  1) What is the answer?
  2) Are you sure?
  3) I got this answer, did you?  (If a different answer is given, the first is erased and replaced with no explanation).
  4) How much time do we have left?
  5) What do we do now?

After pondering the work habits of these two different types of learners, it now has me questioning the next level to this conundrum...

How do we change from "Get 'R Done" to "Why Did That Work?"
What can the teacher do to support true learning in the classroom?