This study aimed to test how mathematics workshops about current mathematics trends led to differences in parents' involvement, perceived difficulties, home support and expectations for mathematics, and their ability to communicate their understanding of current mathematics knowledge. The study occurred at five elementary schools in a rural northeast Georgia school district. Parents of kindergarten through fifth-grade students had the opportunity to participate in the mathematics workshop series. This study followed a mixed-methods, pre-post survey, action research design in the collection and analysis of data. Quantitative data was collected before and after the workshop series through a 6-point Likert scale questionnaire, 10 open-ended response questions, and a multi-step story problem. For the study's qualitative aspect, I compared each participant's pre- and post-workshop strategies for the six open-ended response questions and the three parts of the multi-step story problem. This study could not establish the impact of mathematics workshops on the participants' parental involvement, perceived difficulties, home support, and expectations for mathematics. However, the mathematics workshops positively impacted the participants' ability to communicate their understanding of current mathematics knowledge. [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.]