Bridging the gap between mathematical learning at home and school has been an issue for education research for decades (Galindo & Sheldon, 2012). Expectations for mathematics do not often align for teachers and parents (Posey-Maddox & Hayley-Lock, 2016) and a limited view of what counts as mathematics persists. What needs more attention is the meaningful mathematical learning that happens at home but is rarely seen as mathematics. Parents frequently struggle in supporting their children's mathematical learning, but that struggle becomes productive when parents are recognized as mathematically capable. This paper shows how two mothers shift their perspectives of what counts as mathematics and recognize the rich content in their current interactions with young children. Making such connections between mathematics and parent action can strengthen the relationship between at-home and school learning. [For the complete proceedings, see ED630060.]