Abstract
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.
| Original language | English |
|---|---|
| Pages (from-to) | 435-453 |
| Number of pages | 19 |
| Journal | International Journal of Mathematical Education in Science and Technology |
| Volume | 22 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 1991 |