Learning and teaching mathematics can be challenging, especially considering its importance for academic, occupational, and personal success, yet disparities persist in achievement among diverse racial and ethnic groups. Racial inequality, educational bias, and injustice impact success in mathematics education, with White and Asian-American children often outperforming their minority counterparts in math and reading. Early childhood education, mathematics inclusive, is a national priority and a necessary component of national development. However, many children from low-socioeconomic status families lack numeracy skills. Framed by Vygotsky's sociocultural perspective, Culturally Responsive Theory, and the Concept of interest and learning, this research investigates the mathematics learning experiences of parents and the mathematics interest of children across four ethnic groups in an attempt to address the lack of relevant research that focuses on parent involvement through communication rather than participation. Twenty parent-child pairs, selected through culturally responsive stratified purposeful sampling, participated in the semi-structured interviews of this episodic narrative inquiry study. Seven themes were generated through the In Vivo coding analysis that focused on the actual spoken words of the participants. These themes evolved around: parental support, mathematical ability, perceived usefulness, motivation, and the impact of communication styles on children's evolving interests. The study's findings illuminate the profound ways in which parental experiences shape children's mathematical interests. Mathematical inclinations are frequently passed down from generation to generation, with parents and other significant adults playing a crucial role in children's development. In this study, a diverse spectrum of parental attitudes and past experiences converged, prompting proactive efforts that nurture mathematical curiosity. The intergenerational transfer of mathematical knowledge served as a transformative force, both rectifying past negative experiences and enriching the parent-child bond. The power of communication, extending beyond verbal exchanges, was manifested through creative methods that exceeded linguistic barriers. This inquiry not only adds depth to the expanding body of literature on parental involvement in education, particularly in mathematics, but also highlights the significance of collaboration among parents, children, and schools. It also contributes to educational discourse by shedding light on parent-child communication as a means of fostering equitable access to mathematics proficiency and igniting a collective commitment to address disparities. The insights garnered offer a foundation for future research endeavors, promoting effective communication, enhancing parent-child relationships, and shaping a future where every young mind embarks on a path of mathematical exploration and scholarly achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]