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In this paper I explore the meaning of empowerment in the teaching and learning of mathematics. The main part of the paper is devoted to distinguishing three different but complementary meanings of empowerment concerning mathematics: mathematical, social and epistemological empowerment. Mathematical empowerment concerns gaining the power to use mathematical knowledge and skills in school mathematics. Social empowerment is the ability to use mathematics for social betterment. Epistemological empowerment means confidence and personal power over the use, creation and validation of knowledge. After analysing what these three interpretations of empowerment mean, I relate them to the theme of equity.