<p>This collective work under the direction of Sylvie Coppé and Jean-Luc Dorier examines mathematical problem solving through studies conducted in Romandy (French-speaking Switzerland). Over the course of eight chapters, the book explores the relationship between teaching and learning by analyzing the mathematical activity of primary and secondary students as well as everyday classroom teaching practices in various contexts. The first section provides an understanding of the Romandy context by presenting a program overview and a perception study on problem solving from the perspective of both students and teachers. The second section presents various research findings about problem solving in primary and secondary classrooms. Here we find that formative assessment—often underestimated in didactics—is just as important as summative assessment. The publication is directed at educators, teachers and researchers, providing areas for further consideration that can lead us to examine our own teaching practices and supplement our research.</p>