Cover Image

When Should Teachers Control AI Generation for Mathematics Visuals?

Fuente: arXiv

Saved in:

Bibliographic Details
Main Authors:	Li, Zhengxu, Wang, Junling, Wang, April Yi
Format:	Preprint
Published:	2026
Subjects:	Human-Computer Interaction
Online Access:	Acceder al recurso
Tags:	Add Tag No Tags, Be the first to tag this record!

Similar Items

Generating Pedagogically Meaningful Visuals for Math Word Problems: A New Benchmark and Analysis of Text-to-Image Models
by: Wang, Junling, et al.
Published: (2025)

Bridging Instead of Replacing Online Coding Communities with AI through Community-Enriched Chatbot Designs
by: Wang, Junling, et al.
Published: (2026)

DBox: Scaffolding Algorithmic Programming Learning through Learner-LLM Co-Decomposition
by: Ma, Shuai, et al.
Published: (2025)

UI Remix: Supporting UI Design Through Interactive Example Retrieval and Remixing
by: Wang, Junling, et al.
Published: (2026)

When and How AI Should Assist Brainstorming for AI Impact Assessment
by: Govers, Jarod, et al.
Published: (2026)

Exploring the Role of Tracing in AI-Supported Planning for Algorithmic Reasoning
by: Jain, Yoshee, et al.
Published: (2026)

When Should Users Check? Modeling Confirmation Frequency inMulti-Step Agentic AI Tasks
by: Zhou, Jieyu, et al.
Published: (2025)

Towards Feature Engineering with Human and AI's Knowledge: Understanding Data Science Practitioners' Perceptions in Human&AI-Assisted Feature Engineering Design
by: Zhu, Qian, et al.
Published: (2024)

AI Should Challenge, Not Obey
by: Sarkar, Advait
Published: (2024)

Generative AI alone may not be enough: Evaluating AI Support for Learning Mathematical Proof
by: Chen, Eason, et al.
Published: (2025)

"Bespoke Bots": Diverse Instructor Needs for Customizing Generative AI Classroom Chatbots
by: Hou, Irene, et al.
Published: (2026)

AI Phenomenology for Understanding Human-AI Experiences Across Eras
by: Yun, Bhada, et al.
Published: (2026)

EDBooks: AI-Enhanced Interactive Narratives for Programming Education
by: Oney, Steve, et al.
Published: (2024)

ArguMath: AI-Simulated Environment for Pre-Service Teacher Training in Orchestrating Classroom Mathematics Argumentation
by: Chun, Jiwon, et al.
Published: (2026)

"Don't Step on My Toes": Resolving Editing Conflicts in Real-Time Collaboration in Computational Notebooks
by: Wang, April Yi, et al.
Published: (2024)

LatentGandr: Visual Exploration of Generative AI Latent Space via Local Embeddings
by: Li, Mingwei, et al.
Published: (2026)

When Should an AI Act? A Human-Centered Model of Scene, Context, and Behavior for Agentic AI Design
by: Jung, Soyoung, et al.
Published: (2026)

What People See (and Miss) About Generative AI Risks: Perceptions of Failures, Risks, and Who Should Address Them
by: Li, Megan, et al.
Published: (2026)

From Junior to Senior: Allocating Agency and Navigating Professional Growth in Agentic AI-Mediated Software Engineering
by: Feng, Dana, et al.
Published: (2026)

"Who Should I Believe?": User Interpretation and Decision-Making When a Family Healthcare Robot Contradicts Human Memory
by: Wang, Hong, et al.
Published: (2025)

Developing Authentic Simulated Learners for Mathematics Teacher Learning: Insights from Three Approaches with Large Language Models
by: Cao, Jie, et al.
Published: (2026)

Should AI Mimic People? Understanding AI-Supported Writing Technology Among Black Users
by: Basoah, Jeffrey, et al.
Published: (2025)

AI-Generated Rubric Interfaces: K-12 Teachers' Perceptions and Practices
by: Riahi, Bahare, et al.
Published: (2026)

Leveraging Peer, Self, and Teacher Assessments for Generative AI-Enhanced Feedback
by: Becerra, Alvaro, et al.
Published: (2025)

From Human-Human Collaboration to Human-Agent Collaboration: A Vision, Design Philosophy, and an Empirical Framework for Achieving Successful Partnerships Between Humans and LLM Agents
by: Yao, Bingsheng, et al.
Published: (2026)

Paint by Odor: An Exploration of Odor Visualization through Large Language Model and Generative AI
by: Yu, Gang, et al.
Published: (2026)

When Humans Don't Feel Like an Option: Contextual Factors That Shape When Older Adults Turn to Conversational AI for Emotional Support
by: Shi, Mengqi, et al.
Published: (2026)

Visualization Was Here: Reorienting Research When Visualizations Fade into the Background
by: Parsons, Paul C.
Published: (2025)

When Generative AI Is Intimate, Sexy, and Violent: Examining Not-Safe-For-Work (NSFW) Chatbots on FlowGPT
by: Li, Xian, et al.
Published: (2026)

Unlocking Memories with AI: Exploring the Role of AI-Generated Cues in Personal Reminiscing
by: Jeung, Jun Li, et al.
Published: (2024)

Investigating Students' Preferences for AI Roles in Mathematical Modelling: Evidence from a Randomized Controlled Trial
by: Zhu, Wangda, et al.
Published: (2025)

VAINE: Visualization and AI for Natural Experiments
by: Guo, Grace, et al.
Published: (2021)

Psychological Mechanisms of Generative AI Discontinuance Intention among Chinese K-12 Teachers
by: Du, Yiran, et al.
Published: (2026)

When Peers Outperform AI (and When They Don't): Interaction Quality Over Modality
by: Morris, Caitlin, et al.
Published: (2026)

Do Teachers Dream of GenAI Widening Educational (In)equality? Envisioning the Future of K-12 GenAI Education from Global Teachers' Perspectives
by: Xiao, Ruiwei, et al.
Published: (2025)

What Should Be Considered to Support well-being with AI: Considerations Based on Responsible Research and Innovation
by: Nakao, Yuri
Published: (2024)

Product vs. Process: Exploring EFL Students' Editing of AI-Generated Text for Expository Writing
by: Woo, David James, et al.
Published: (2025)

ID.8: Co-Creating Visual Stories with Generative AI
by: Antony, Victor Nikhil, et al.
Published: (2023)

When Machines Join the Moral Circle: The Persona Effect of Generative AI Agents in Collaborative Reasoning
by: Jin, Yueqiao, et al.
Published: (2025)

StoryExplorer: A Visualization Framework for Storyline Generation of Textual Narratives
by: Ye, Li, et al.
Published: (2024)