Young adolescents (11-13 year old) perform most poorly in mathematics, particularly in year 7 and 8, before proceeding to secondary education. Of these children, those from low SES and disadvantaged groups do least well. Changes within mathematics education pedagogical approaches have left home supports less informed and able to assist. Ensuring mothers can support, encourage and communicate on their 11-13 year old children’s mathematics learning is a key factor to encouraging achievement. For children who leave primary school aged 13 years, there is a drop in mathematics achievement for all groups. Those who were significantly disengaged and in low achievement bands by the end of primary schooling are likely to remain in underachievement, often disengaging completely with mathematics education by the end of year 10 (2nd year of secondary schooling). The wider study involved 9 parents, 34 children, 6 principals and 8 teachers in 6 primary schools. Through qualitative interview methods we sought to uncover views on Literacy and Mathematics learning from different stakeholder perspectives. The study for this paper involved 8 mothers from 3 low SES schools, and information from teachers about their children. Four of the children were also interviewed.