The Journal of Authentic Research on Mathematics Education (JARME), Volume 8, Number 1, January 2026, presents ten scholarly articles addressing contemporary innovations and challenges in mathematics education, encompassing conceptual understanding, mathematical literacy and reasoning, mathematics anxiety, conceptual and procedural errors, and cognitive biases in probability learning.

This issue explores instructional innovations through comic-based learning incorporating the Visual–Narrative Learning Framework (VNLF), Kahoot-assisted Probing Prompting, Problem-Based Learning (PBL), Minimum Competency Assessment (AKM)-oriented geometry materials, and Islamic values-integrated student worksheets supporting mathematical modeling. Ethnomathematical perspectives are further examined through geometric practices in the Kebumen wayang kayon and the development of the GoGAR collaborative learning model.

Collectively, these contributions provide empirical evidence and pedagogical insights for advancing innovative, contextualized, inclusive, and student-centered mathematics education, emphasizing improvements in instructional quality and students' mathematical learning outcomes.

The Journal of Authentic Research on Mathematics Education (JARME), Volume 7, Number 2, July 2025, presents ten scholarly articles exploring instructional innovations, learning challenges, and contemporary approaches in mathematics education. This issue encompasses game-based instructional design, the analysis of learning obstacles, numeracy literacy, mathematical problem-solving, metacognition, and the implementation of contextualized and adaptive learning strategies.

Instructional innovations are examined through the development of Domino Jumlah Kurang (DoJuKu), a game-based learning medium designed to support mathematical representation and students' learning interest, alongside the application of Math Maze to strengthen learning retention in arithmetic sequences and series. Investigations into learning obstacles include a praxeological analysis of algebra textbooks and an examination of students' difficulties in representing and interpreting data. Furthermore, numeracy competencies are explored through geometric sequences and series problems in relation to learning motivation and an analysis of students' performance in solving Minimum Competency Assessment (AKM)-type mathematical problems.

This issue also highlights the implementation of Student Teams Achievement Divisions (STAD) supported by PULMAN learning media, the integration of Problem-Based Learning (PBL) with the Teaching at the Right Level (TaRL) approach, and the development of a Hypothetical Learning Trajectory (HLT) grounded in Indonesian Realistic Mathematics Education (PMRI) for algebraic operations. Research on metacognition based on the SOLO taxonomy further contributes insights into students' planning, monitoring, and evaluation processes during mathematical problem-solving. Collectively, these studies provide empirical evidence and pedagogical insights to advance innovative, contextualized, inclusive, and student-centered mathematics education, emphasizing improvements in instructional practices and students' mathematical learning outcomes.

The Journal of Authentic Research on Mathematics Education (JARME), Volume 7, Number 1, January 2025, presents ten scholarly articles exploring contemporary issues and innovations in mathematics education, encompassing mathematical problem-solving, conceptual understanding, numeracy literacy, instructional design, learning media, and students' cognitive and affective characteristics.

This issue examines strategies for solving systems of linear equations, students' errors in circle circumference and area problems based on Nolting's classification, and the development of numeracy literacy assessment instruments for systems of linear equations in three variables. Pedagogical innovations are investigated through the effectiveness of Problem-Based Learning (PBL) in enhancing mathematical problem-solving abilities from a gender perspective, the use of Napier's rods to strengthen conceptual understanding, and number pocket media to support mathematical critical thinking. Furthermore, the development of a Hypothetical Learning Trajectory (HLT) using school snack contexts for set theory and the analysis of teacher-student communication in exponent instruction emphasize the importance of contextualized, interactive, and meaningful learning experiences.

Two systematic literature reviews further enrich this issue by examining the relationship between self-efficacy and mathematical reflective thinking and the application of Problem-Based Learning to support mathematical conceptual understanding. Collectively, these contributions provide empirical evidence and conceptual insights for advancing innovative, inclusive, adaptive, and student-centered mathematics education, with an emphasis on improving instructional quality and students' mathematical learning outcomes.

The Journal of Authentic Research on Mathematics Education (JARME), Volume 6, Number 2, July 2024, features ten scholarly articles addressing contemporary developments and challenges in mathematics education, encompassing the development of mathematical and numeracy literacy assessment instruments, innovative instructional approaches, educational technology integration, and students' cognitive and affective characteristics.

This issue highlights the development of numeracy literacy instruments incorporating the local socio-cultural context of Serang and mathematical literacy assessments focusing on circle concepts. Instructional innovations are examined through the implementation of the Case Method in calculus education, Math Maze to support learning retention in arithmetic sequences and series, Project-Based Learning (PjBL), the Teams Games Tournament (TGT) model assisted by MEDICA, and Realistic Mathematics Education (RME) to enhance students' conceptual understanding of squares. Furthermore, research on students' difficulties in solving proportional reasoning problems provides insights into the importance of contextualized mathematics instruction.

Additional studies investigate the relationship between Genially-based learning media and mathematical creative thinking, alongside the roles of self-efficacy and gender in mathematical reasoning. These findings emphasize the importance of considering learner characteristics, pedagogical support, and the appropriate integration of technology in mathematics instruction. Collectively, the contributions offer empirical evidence and conceptual insights to advance innovative, contextualized, student-centered mathematics education and improve the quality of teaching and learning.

The Journal of Authentic Research on Mathematics Education (JARME), Volume 6, Number 1, January 2024, presents ten research articles addressing contemporary issues in mathematics education, encompassing instructional innovation, teachers' pedagogical competence, mathematical literacy, student characteristics, and the integration of educational technology.

This issue examines the incorporation of 21st-century skills (4Cs), mathematics classroom management, and challenges associated with using Microsoft Teams in online learning. Instructional innovations are explored through the development of a Hypothetical Learning Trajectory (HLT) integrated with Discovery Learning for exponentiation, the implementation of the Reading, Mind Mapping, and Sharing (RMS) model in trigonometry instruction, and the development of Articulate Storyline 360 media to support students' Higher-Order Thinking Skills (HOTS).

Additional studies investigate gender-related differences in mathematical thinking dispositions and visual-spatial intelligence, mathematical literacy in relation to learning styles, and numeracy literacy in solving problems involving the surface area and volume of prisms. Collectively, these contributions provide empirical and pedagogical insights into the development of innovative, contextualized, inclusive, and effective mathematics instruction, emphasizing improvements in students' learning experiences and educational outcomes.