Recent research has confirmed that parental involvement in education is positively associated with student achievement, yet further efforts are needed to measure the effects of such programs systematically so as to inform the development of improved methods. Having parents help their children with mathematics can be problematic. Teachers may not feel comfortable asking parents to help with their children's mathematics, and the parents themselves are often uneasy about helping. Teachers are frequently faced with "either parental antipathy, or indifference and apathy." Yet, having parents' support is a useful way to overcome difficulties that occur when the content of mathematics lessons is different from that experienced by the parents in their own schooling; and when the methods used may be quite confronting to them. In this article, the authors describe a series of workshops designed for parents to support their primary-aged children to learn mathematics effectively. The positive responses to the pre- and post-workshop surveys, and the overwhelmingly positive comments in the pre- and post-workshop interviews seem to reinforce the belief that parents would like to assist with their children's mathematics, but need support to do this. (Contains 4 tables, 4 figures, and 12 online resources.)