In this study, the elements of the design and results of the implementation of a Massive Open Online Course (MOOC) based on the problem solving and the use of digital technology are analyzed and discussed. The results show that the design of the activities, the intervention of the MOOC design team in the discussion forums and the interaction among the participants allowed and favored the creation of a collaborative environment in problem solving. Participants shared and discussed their mathematical ideas, as part of a virtual learning community, which allowed them to formulate conjectures, explore and search properties to sustain relationships, and communicate results. [This paper is provided in both Spanish and English. For the complete proceedings, see ED606531.]