In this paper, motivated in part by evidence that Swedish teachers are sceptical of parents' abilities to offer appropriate support, we present an exploratory investigation of the activities Swedish parents initiate to facilitate their year-one (first grade) children's learning of mathematics. Data, derived from 25 semi-structured interviews conducted with parents from three demographically different schools, were subjected to constant comparison analyses and yielded three broad categories of activity. These concerned the use of games in the learning of mathematics, contextualised mathematics activities like cooking and shopping, and decontextualised mathematics activities like systematic counting. Collectively, the results indicate that while parents of year-one children are confident supporting their children's learning of mathematics, they are also conscious of the need to avoid both undermining schools' efforts and exacerbating educational inequity. With few exceptions, the activities parents described were age-appropriate and more likely to complement teachers' actions than not.