## 1 Introduction  
As reported by the Tanzania National Bureau of Statistics [1], as of 2022, Tanzania had 19,261 primary schools, of which 17,181 (89.2%) were public schools (government-owned); 11,420,973 pupils enrolled in primary schools, with 10,872,508 (95.2%) being in public schools; and 198,872 teachers, of whom 172,156 (86.6%) worked in public schools. Analysing this further, the school-pupil ratio calculates to 1:633 in public schools and 1:264 in private schools; the school-teacher ratio is 1:10 in public schools and 1:12 in private schools. Most tellingly, the teacher-pupil ratio is 1:63 in public schools and 1:21 in private schools, which starkly contrasts with the 1:9.3 in Belgium and the 1:12.1 in the EU as a whole in 2021 [2]. Moreover, while the recommended teacher-pupil ratio in the Tanzanian context is 1:45 [3], the actual teacher-pupil ratio varies significantly between schools in rural and urban settings, reaching the extremes of 1:133 in remote rural settings [4]. The critical teacher-pupil ratios result in unmanageably large classes, which hinder the pupils' performance, as elaborated by [PERSON] et al. [5]. Due to large classes, teachers cannot effectively offer personalised tutoring and feedback to each pupil, which is crucial to pupils' learning [6]. Moreover, with a limited budget for the education sector compared to the large number of public schools, most schools have inadequate teaching aids [3]. This is a challenge that needs to be overcome as soon as possible, especially as the country has recently adopted a new competency-based curriculum [7]. The impact of the suboptimal learning environment on pupils can be witnessed in their performance in the national Primary School Leaving Examination (PSLE), which comprises a set of standardised examinations for each subject, taken by all pupils as a mandatory evaluation before advancing to secondary education. For example, in the 2023 PSLE, 51.17% and 65.65% pupils failed in mathematics and English language subjects, respectively, and similar values were experienced in 2022 [8]. In this study we focus on the mathematics subject, as it is core to the mastery of other science and technology subjects, thus making it key to excelling in Science, Technology, and Innovation (STI) [9,10]. With the current impact of STIs on nations' gross domestic product (GDP), it is safe to say that quality mathematics education is essential to the economic development of any nation. Among the state-of-the-art technological interventions that have proven effective in the education sector globally are social robots. [PERSON] et al. [11] provide an in-depth review of the use of social robots in education, concluding that there are largely positive cognitive and affective impacts on learners resulting from their use. Unanimously, studies agree that it is the physical presence of social robots that distinguishes them from similar virtual agents, giving them an edge in terms of results. Moreover, we are currently experiencing an exponential evolution in the field of generative AI (artificial intelligence), marked by the advancement of Large Language Models (LLMs), with the iconic moment being the unveiling and public accessibility of OpenAI's ChatGPT in 2022. LLMs have demonstrated a remarkable capability in generating human-like dialogue-based content with very high professional credibility [12]. As a result, researchers globally are incorporating LLMs into social robots intended for education to leverage their physical presence and the capabilities of LLMs, creating an effective and interactive intelligent tutoring system. Moreover, LLMs enable social robots to comprehend messages in a conversation, thereby providing more informative feedback and solving previous concerns about their abilities to provide deep levels of education [13]. A study by [PERSON] et al. [14] gives an example of such an advancement. Our paper deals with this matter in the Tanzanian context.