Mathematics Education, as an academic discipline, has a main goal: to democratize mathematics learning. To achieve this, it is necessary to move from a platonic perspective on abstract objects outside of reality, to a socioepistomological point of view which assumes social practices are the bases for construction of mathematical knowledge for all people. This requires numerous restructurings of the educational system, one of which is teacher professionalization. In this paper, we postulate empowerment as the process serving teacher professionalization from a socioepistomological point of view from the problematization of school mathematical knowledge.
Teacher empowerment; socioepistemology; problematization of knowledge; proportionality
