This thesis scrutinises how regular mathematics teachers are expected to deal with empowerment in mathematics classroom practice. Inspired by a socio-political perspective, the aim of the study is to problematise how to empower mathematics students in inclusive classroom practice, as implicitly understood in a nationwide professional development programme, i.e., the Boost for Mathematics, in Sweden. The aim is addressed by the following research question: What types of empowering ideas are conveyed in the Boost for Mathematics? The data of the study were collected from supporting materials for teachers, published within the Boost for Mathematics. Data processing consists of two steps. Step 1 is a thematic analysis of how to promote student empowerment as discerned in the data of the study. In a nutshell, Step 1 clarifies that the data give prominence to ways of empowering students from a cognitive point-of-view while social difference is disregarded. Step 2 undertakes a critical approach and discusses an alternative way of treating empowerment; this alternative way is restricted to the design of participatory activities in inclusive classroom practice.