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Leveraging the GPT-3.5 Large Language Model (LLM) and a NAO social robot, the research investigates the feasibility and effectiveness of using state-of-the-art technologies to support mathematics education in a low-resource setting. Because classroom lessons in such contexts often provide limited opportunities for individualised support, the robot was designed to serve as an after-class remedial tutor following a lesson on the same topic taught by a human teacher. Through a series of sessions conducted in five public primary schools involving 26 third- and fourth-grade pupils, the study assessed pupils\u2019 cognitive learning outcomes and their perceptions of the social robot as a tutor. The robot\u2019s tutoring approach incorporated contextual information and pupils\u2019 progress to provide personalised feedback. The results show a significant improvement in pupils\u2019 understanding of the mathematics topic following the robot\u2019s tutoring, supported by qualitative feedback highlighting the robot\u2019s friendliness, knowledgeability, and effective tutoring methods. The study underscores the potential of AI-powered social robots to complement classroom teaching in resource-constrained environments and offers insights for future research and development in this domain.<\/jats:p>","DOI":"10.1007\/s12369-026-01397-9","type":"journal-article","created":{"date-parts":[[2026,5,18]],"date-time":"2026-05-18T13:21:09Z","timestamp":1779110469000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["A Tale of Two Tutors: Swahili-Speaking Robot Tutoring After Classroom Math Lessons in Tanzanian Primary Schools"],"prefix":"10.1007","volume":"18","author":[{"ORCID":"https:\/\/orcid.org\/0009-0000-2401-3672","authenticated-orcid":false,"given":"Edger P.","family":"Rutatola","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Qiaoqiao","family":"Ren","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Maria Jose","family":"Pinto-Bernal","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Koen","family":"Stroeken","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Tony","family":"Belpaeme","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"297","published-online":{"date-parts":[[2026,5,18]]},"reference":[{"key":"1397_CR1","first-page":"247","volume":"6","author":"OV Olasoji","year":"2023","unstructured":"Olasoji OV, Felicity UU, Onoh DO (2023) The role of mathematics education in achieving sustainable development goals (SDGs). 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