Teacher empowerment and Socioepistemology: An alternative for the professional development of teachers

Teacher empowerment is an alternative proposal from Socioepistemology that postulates it as a tool for the professional development of teachers. The concept of empowerment is accompanied by the “problematization of knowledge” in both senses: mathematical knowledge and school mathematical knowledge. We assume that teachers will be better able to transform their educational reality, since they will have taken possession of the teaching knowledge. This new relationship to knowledge is not based more on mnemonics, but on what we consider to be the essence and “raison d’etre” of knowledge that will allow the teacher to develop various strategies considering his group of students. In this paper, we will discuss “proportionality” for its high cultural value and its transversality in education.