A proposal for the self‐empowered mathematics teacher

The authors present and argue their case for a new conception of the secondary mathematics teacher as a self‐empowered individual. It is noted that self‐empowerment constitutes a worthwhile intervention strategy for the improvement of secondary mathematics education in general. A major section describes practical illustrations of the empowered mathematics teacher in action as experienced first hand by one of the authors (English). Significant benefits for secondary mathematics education are highlighted. A functional model of empowerment is presented, one which encapsulates new insights for improving secondary mathematics education. Finally, a number of strategies aimed at implementing the proposal are explored.