Journal of Authentic Research on Mathematics Education (JARME), Volume 8, Number 1, January 2026, presents ten scholarly articles addressing contemporary issues, challenges, and innovations in mathematics education. This issue explores mathematical anxiety, students’ conceptual and procedural errors, cognitive biases in probability reasoning, and the development of mathematical literacy, conceptual understanding, and reasoning skills.

The articles highlight various innovative instructional approaches, including Problem-Based Learning, Kahoot-assisted Probing Prompting, comic-based learning, the development of Minimum Competency Assessment (AKM)-based geometry instructional materials, and Islamic values-integrated student worksheets. Furthermore, ethnomathematical explorations of Kebumen's traditional wayang kayon and the development of the GoGAR collaborative learning model emphasize the integration of cultural perspectives into mathematics instruction.

Collectively, the studies provide empirical evidence and conceptual insights that contribute to advancing innovative, contextualized, and meaningful mathematics education, with particular emphasis on improving students’ learning experiences, mathematical competencies, and educational outcomes.

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