In this paper we discuss a study that looks at the kinds of practices that Latino parents use to support their children's learning of mathematics. Some of our findings reveal that parents react to their children's mathematics education looking back to their own experiences as students. Thus, in some cases, they are faced with pedagogical strategies unfamiliar to them. This may lead to conflict but also to possibilities for exchange of strategies and learning for both parties, children and parents. Our study shows the resourcefulness among parents who not only had different learning experiences but also may encounter a language barrier. Parents turn to the community for help, such as taking their children to the community centre, or asking other family members or neighbors for help with homework. There are also parents who express some concern about the level of the mathematics that their children are studying. Some parents deliberately engage with their children in activities that