Teacher Control of AI-Generated Mathematics Visuals

Key Findings

Generative AI can help teachers rapidly create classroom-ready visual materials, particularly in mathematics where diagrams and visual representations must be pedagogically meaningful and instructionally correct. This paper investigates when and how teachers should control AI generation of mathematical visuals.

The study identifies key decision points where teacher input is essential: ensuring pedagogical correctness of visual representations, alignment with curriculum goals, and appropriateness for student levels. The authors propose a framework for teacher-AI collaboration in visual material creation that balances AI efficiency with pedagogical control.

Connections to AIED

This work connects to Teacher Role by showing how teachers remain essential as pedagogical validators of AI-generated content. It intersects with STEM Education since mathematics visual generation is a core need in STEM teaching.

The findings also relate to Generative AI and Principled AI Education, suggesting that principled AI use in education requires human oversight for pedagogically sensitive outputs. The teacher control framework connects to Agentic Workflows Education where AI agents assist but humans direct.

Connected Concepts

Connected Articles

Citation

Li, Z., Wang, J., & Wang, A. Y. (2026). When should teachers control AI generation for mathematics visuals? arXiv:2605.10672. Proceedings of the Thirteenth ACM Conference on Learning @ Scale (L@S 2026), Seoul, Republic of Korea.