This study aimed to develop elementary curricular materials incorporating storytelling elements from the history of mathematics (HM) and investigate student and teacher perceptions of these materials. Using participatory action research methodology, we created curriculum materials featuring mathematical stories from the Islamic historical context and examined their reception among elementary students (n=90), preservice teachers (n=90), and in-service teachers (n=15). Data were collected through student interest surveys, focus groups, and teacher reflections on sample interdisciplinary units, including one featuring al-Kindī's contributions to cryptography, which we highlight in this paper. Findings reveal that elementary students expressed high interest in narrative-based mathematics instruction. Students demonstrated clear preferences for story-based learning that supported understanding and retention, while focus groups revealed gaps in their knowledge of mathematicians from their cultural backgrounds. Both preservice and in-service teachers affirmed the educational value of culturally responsive materials that use historical narratives as authentic contexts for mathematical reasoning. However, some raised concerns about balancing storytelling with mathematical rigor.