This April 2026 issue of Hexagon: Jurnal Ilmu dan Pendidikan Matematika highlights contemporary discussions in mathematics education that focus on students’ conceptual understanding, mathematical reasoning, and the psychological dimensions of learning mathematics. The articles featured in this issue examine important themes such as algebraic problem-solving frameworks, students’ misconceptions in learning sequences and limits, as well as the influence of classroom climate on students’ self-efficacy and academic performance in mathematics.

The contributions emphasize the importance of creating meaningful learning environments that support conceptual understanding and active engagement in mathematics classrooms. Through empirical and analytical investigations, the authors explore how instructional approaches, classroom interactions, and students’ cognitive processes influence learning outcomes and mathematical achievement. Particular attention is also given to identifying common misconceptions and learning difficulties, which remain critical challenges in mathematics education across different educational contexts.

Contributors in this April 2026 issue come from the Philippines, Nigeria, Thailand, and Indonesia, reflecting the journal’s commitment to promoting international scholarly collaboration and diverse perspectives in mathematics education research. Collectively, the studies presented in this issue offer valuable insights for educators, researchers, and practitioners seeking to strengthen mathematics teaching and learning through evidence-based and context-sensitive approaches.