The aim of this article is to discuss aspects of lesson planning based on possible teacher actions within the Exploratory Teaching framework. Through a qualitative and interpretive lens, this article presents theoretical assumptions and a lesson plan in this perspective, along with discussions related to teacher actions such as: structuring the organization of the lesson in detail; selecting and designing tasks; providing resources; planning lesson time; anticipating students' questions, difficulties, and strategies; and forecasting discussions and how to conduct them. The discussions presented in this article can serve as a useful tool for teacher education, as, by designing lesson plans from this perspective, educators have the opportunity to organize themselves in a more reflective manner, addressing the challenges that practice imposes. The planning structure and other issues discussed here can be applied to various teaching areas, not limited to Mathematics.
Cybulski et al. (Sat,) studied this question.