<p>This article provides an overview of the research conducted by the Study and Work Group on Problem Solving (GTERP) in Brazil over the last three decades. Throughout its history in Brazilian Mathematics Education, GTERP has disseminated and been the precursor of research in problem solving. In addition to providing this overview, the article offers a comprehensive perspective on the evolution of understanding problem solving as an innovative pedagogical practice. This article is based on a documentary study of GTERP’s 38 publications. The study presents the GTERP’s output — identified by theses and dissertations — not as isolated research reports, but rather as an evolving teaching theory comprised of ideas and guidelines for creating learning opportunities. The study shows that this teaching theory allows accumulating knowledge as it evolves. Reviewing the results, which are based on three decades of research, provides an overview of efforts to disseminate and implement problem solving strategies in mathematics classrooms. This review also encourages reflection on the advances achieved through this implementation. The results suggest that teachers who align their knowledge, beliefs, orientations, and objectives with the teaching theory present in GTERP productions are more likely to consider starting a mathematical topic with a problem. New challenges for research were identified, including fostering discussion on public policies for mathematics teacher education.</p>