نبذة مختصرة : This research is developed in a Mathematics Education Msc dissertation and it focuses on the study of the relationship between the conceptions and the practice of three mathematics teachers in problem solving assessment. The methodology is qualitative and interpretative, based on case studies. Data gathering was done through interviews, observations, and notes. Data analysis was based in a set of categories previously defined. These teachers revealed coherence between its beliefs and practices in problem solving, although they also showed some discrepancies in their own assessment’ practices. The main direction of the conclusions of this research points to the necessity to understand more deeply the relationships between the conceptions and the practice of the teachers in problem solving. The need of teacher training programs in this domain was another aspect referred by the teachers of this study. This study also emphasises that assessing problem solving is a complex task, even to experimented teachers
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