Abstract

While problem-solving is the 'main reason for mathematicians' existence, collaboration has not been seen explicitly so central. Even though it has been an essential part for the development of mathematics, material conditions made it different and slower in the past. Today, collaborative problem-solving (CPS) is part of mathematicians' daily experiences so that, following Polya's idea that for mathematics learning, students shall experience mathematicians' experiences, CPS is having his firm route to school education on the own guidance of the great master. This route meets another one, driven by the tendency for developing in all students the skills for the XXI century, giving strength to CPS as a line of research in mathematics education. We review current literature on CPS in mathematics education and attempts for the implementation of CPS in Chile. We conclude with the appearance of a new area of research, which is implementation and replication in mathematics education, where research in CPS meets the implementation taken part in Chile. This review involves research issues that, in our opinion, will continue their developing with great vitality, keeping their relative importance.