The aim of this research was to investigate the way in which parents of Grade One learners in a traditionally black school facilitate learning to help their children acquire mathematical skills and knowledge in mathematics, and also to help them become confidently involved in and give meaning to mathematics learning in Grade One. A questionnaire, which was compiled after an intensive literature study, was administered and semi-structured interviews were held. Data were analysed quantitatively and qualitatively, and it became evident that the parents of Grade One learners in the school used for the investigation not only use dialogue to guide their children with regard to the demands of mathematics in Grade One, but they also rely on example as basic learning facilitation mode. The parents who guide their children informally with regard to mathematics in Grade One, however, most frequently use dialogue. (Contains 2 notes.)