The present, makes an analysis of the process of the assessment of mathematics within the context where it is tried to apply neoliberal didactic strategies that have been supported by international organisms. In this work, problem solving is analyzed from the teaching point of view and given their experience; if it provides adequate information to ensure that the student has developed the mathematical skills that are sought, and if these, can allow the construction of knowledge. Many countries adapt themselves under this teaching perspective to pass the PISA exam. It is concluded that learning by solving problems is not a guarantee of meaningful learning and does not transparently reflect the acquisition of knowledge and mathematical skills that are supported in an assessment.
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