APOS theory emphasizes that learning through reflection is the key to strengthening critical thinking skills and achieving a higher order of thinking. This presentation examines the reflection strategies used in the GSU BioCalculus course sequence to gain increased conceptual knowledge by students and hence overall success rate in the course. Using a combination of lecture, grading and pedagogical shifts, it has become possible to create a flipped classroom that is reflective while measuring the student's analysis skills and ability to apply their learning to their lives. The intended audience is any mathematics instructor from grades 6 through 12 as well as University level.
