This study focuses on students' reflections on their prior learning, action plans generated by them, and the corrective instructional design process. The concern that initiates the beginning of this action research is two folds: on the side of students, to maximize students benefit from corrective instruction and on the teacher's side, being more aware of the students' lack of knowledge regarding related concepts in mathematics. This action research study is performed in three steps: Students' reflection on their current situation related to prior mathematics learning as a base for their prospective learning, a process for generating an action plan for corrective instruction and implementation of an action plan based on those evaluations. Besides, it aimed to give teachers a basis for the design of the next stage of instruction. The study's significance of prior learning on the effectiveness of new learning in mathematics offers concrete suggestions on how to design corrective instruction in light of students' reflections and action plans. For the theory of practice, both the process and the study results will provide valuable information for teaching mathematics.