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This work brings into play an analytical-constructive process in order to make a characterization of empowerment for the field of mathematics education. In order to reach such a characterization some assumptions and ideas about empowerment are discussed from a broad point of view. Then, we propose interactions among those ideas in order to make sense of empowerment within the educational sphere in general and within the field of mathematics education in particular. Within mathematics education, we recover contributions from recognized authors in the field and we propose a characterization of empowerment that accounts for three dimensions: mathematical, social and epistemological. With this characterization we intend to regain the ideas of democratic participation and autonomy among others. Such characterization becomes relevant in situations of production work of mathematical models in math classes.

Empowerment, Mathematics education, Mathematical modelling, Democratic participation.

Magallanes, A. N., & Esteley, C. B. (2016). Empoderamiento: Una caracterización al interior de la educación matemática. [Empowerment: A characterization within mathematics education]. International Journal of Education for Social Justice (RIEJS), 5(2), 181-191.
doi:10.15366/riejs2016.5.2.009