U.S. society perceived some Asian immigrants as a model minority, even assuming that Asian students would be good at mathematics. However, the narratives and experiences of Korean immigrant parents and their children were not discussed in these perspectives. The purpose of this study is to understand the interactions and reasoning of Korean immigrant parents about their children's mathematical meaning-making at home. The study investigates the following research questions: How do Korean immigrant parents of elementary-aged students support their children's mathematical meaning-making at home during the COVID-19 pandemic? Why do Korean immigrant parents of elementary-aged students support their children's mathematical meaning-making at home during the COVID-19 pandemic? Using the theory of belonging, model minority stereotypes, and meaning-making, this study critically examines Korean immigrant parents and children how and why negotiate the meaning of U.S. mathematics. Narrative inquiry is used to understand the diverse experiences of the five participants' families through interviews, observations, and debrief sessions. The findings report how and why Korean immigrant parents support their children's mathematical meaning-making using code-switching and cultural negotiation that addresses conceptual differences across language and culture. On a personal level, Korean immigrant parents' desire to belong in U.S. society guides them to put effort into their children's education. On a societal level, the parents in this study wish for their children to overcome perpetual foreigner stereotypes, myths, and glass ceilings around them. Yet because of their limited connectedness to mainstream society, they feel they lack the information needed for their children to be successful. Their voices demystify the model minority stereotypes and counter the argument that mathematics education serves as an absolutely inclusive subject. Recommendations from this point on the school districts and educational system are to have explanatory sessions for immigrant parents to help their understanding of the U.S. curriculum, and at the same time, teachers also can take advantage by having listening sessions about multiple ethnic parents to learn the cultural meaning-making to make a connection between school children and their culture in the curriculum. Furthermore, the higher education system could recruit more diverse pre-service teachers to create more belonging for diverse learners. Last but not least, school teachers can learn and practice immigrant experiences and try to demystify racial stereotypes in classrooms. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]