The program aimed to organize, structure, and discuss the academic agenda of mathematical problem solving and its developments. It invited the mathematics education community to contribute and reflect on research and practical issues related to problem solving. Topics included the origin and foundation of problem solving, frameworks for research and curriculum reforms, analysis of research programs, curriculum proposals, assessment methods, digital tools, programs beyond school, and future developments. Over 30 proposals were received, with 18 selected for presentation and 10 for a poster session. The report summarizes the subjects and themes addressed in the proposals and the discussions from oral presentations at the ICME conference. A pdf of all contributions is available online. Contributions addressed various issues, including the types of problems relevant to students, the importance of instructional environments for problem solving, and the role of group work in enhancing cognitive experiences. Some studies used statistical analyses to compare students' problem solving performances, while others used case studies and task-based interviews. Frameworks such as models-and-modeling perspectives were also discussed. Mathematical competitions and problem-based learning were highlighted as ways to promote problem solving skills. Problem solving activities also played a role in teacher professional development and the education of prospective teachers. An Onto-Semiotic approach was used to support problem-posing experiences. The group contributions showed multiple interpretations of problem solving approaches and ways to frame curriculum proposals. It was emphasized that an international community is needed to share research and discuss developments. Teachers' discussions focused on reducing content and focusing on problem solving activities. The role of international assessments and digital technology in problem solving was also discussed. There was a consensus that research and practice should address how theoretical frameworks can explain and support students' development of mathematical learning in digital environments.The program aimed to organize, structure, and discuss the academic agenda of mathematical problem solving and its developments. It invited the mathematics education community to contribute and reflect on research and practical issues related to problem solving. Topics included the origin and foundation of problem solving, frameworks for research and curriculum reforms, analysis of research programs, curriculum proposals, assessment methods, digital tools, programs beyond school, and future developments. Over 30 proposals were received, with 18 selected for presentation and 10 for a poster session. The report summarizes the subjects and themes addressed in the proposals and the discussions from oral presentations at the ICME conference. A pdf of all contributions is available online. Contributions addressed various issues, including the types of problems relevant to students, the importance of instructional environments for problem solving, and the role of group work in enhancing cognitive experiences. Some studies used statistical analyses to compare students' problem solving performances, while others used case studies and task-based interviews. Frameworks such as models-and-modeling perspectives were also discussed. Mathematical competitions and problem-based learning were highlighted as ways to promote problem solving skills. Problem solving activities also played a role in teacher professional development and the education of prospective teachers. An Onto-Semiotic approach was used to support problem-posing experiences. The group contributions showed multiple interpretations of problem solving approaches and ways to frame curriculum proposals. It was emphasized that an international community is needed to share research and discuss developments. Teachers' discussions focused on reducing content and focusing on problem solving activities. The role of international assessments and digital technology in problem solving was also discussed. There was a consensus that research and practice should address how theoretical frameworks can explain and support students' development of mathematical learning in digital environments.