The chapter "Mathematical Problem Solving" by Manuel Santos-Trigo and Zahra Gooya discusses a program designed to organize and discuss the academic agenda of mathematical problem solving. The program invited contributions from the mathematics education community, focusing on various aspects such as the origin and foundation of problem solving, problem-solving frameworks, research programs, curriculum proposals, assessment methods, the role of digital tools, and future developments. Over 30 proposals were received, with 18 presented during sessions and 10 in a poster session. The contributions addressed several key issues, including: 1. **Problem Types and Instructional Environments**: Two contributions highlighted the importance of creating engaging problem-solving environments and the use of heuristics. 2. **Group Work and Social Interactions**: Eight contributions emphasized the value of group discussions and social interactions in enhancing cognitive experiences. 3. **Statistical Analyses**: Four contributions used statistical methods to compare students' problem-solving performances, often combining quantitative and qualitative tools. 4. **Frameworks and International Assessments**: Five contributions relied on frameworks like models-and-modeling perspectives, and seven focused on international assessments and problem-solving behaviors. 5. **Professional Development**: Contributions also discussed the role of problem-solving activities in teacher professional development and the education of prospective teachers. The chapter concludes by emphasizing the need for an international community to share research and discuss problem-solving developments, particularly in the context of digital technology and international assessments. The authors call for a deeper understanding of how digital tools enhance mathematical learning and the need to adjust theoretical frameworks to accommodate these changes.The chapter "Mathematical Problem Solving" by Manuel Santos-Trigo and Zahra Gooya discusses a program designed to organize and discuss the academic agenda of mathematical problem solving. The program invited contributions from the mathematics education community, focusing on various aspects such as the origin and foundation of problem solving, problem-solving frameworks, research programs, curriculum proposals, assessment methods, the role of digital tools, and future developments. Over 30 proposals were received, with 18 presented during sessions and 10 in a poster session. The contributions addressed several key issues, including: 1. **Problem Types and Instructional Environments**: Two contributions highlighted the importance of creating engaging problem-solving environments and the use of heuristics. 2. **Group Work and Social Interactions**: Eight contributions emphasized the value of group discussions and social interactions in enhancing cognitive experiences. 3. **Statistical Analyses**: Four contributions used statistical methods to compare students' problem-solving performances, often combining quantitative and qualitative tools. 4. **Frameworks and International Assessments**: Five contributions relied on frameworks like models-and-modeling perspectives, and seven focused on international assessments and problem-solving behaviors. 5. **Professional Development**: Contributions also discussed the role of problem-solving activities in teacher professional development and the education of prospective teachers. The chapter concludes by emphasizing the need for an international community to share research and discuss problem-solving developments, particularly in the context of digital technology and international assessments. The authors call for a deeper understanding of how digital tools enhance mathematical learning and the need to adjust theoretical frameworks to accommodate these changes.