<p>This study examines how Korean immigrant parents draw on cultural, linguistic, and relational resources to mediate mathematical meaning-making in home-based interactions, drawing on ethnographically informed video analysis of three Korean immigrant families during the COVID-19 pandemic. Using Culturally Relevant Mathematical Meaning-Making (CR-MMM) as an analytic lens integrating sociocultural theories of meaning-making, funds of knowledge, and culturally relevant pedagogy, the analysis traces parental mediation across three interactional episodes. The findings suggest that each constituent framework, taken alone, may leave certain aspects of parental mediation less fully specified: funds of knowledge appeared not only as a repository of household knowledge but as a mediational resource activated in response to children’s contributions; culturally relevant pedagogical commitments appeared enacted through parents’ situated instructional decisions rather than planned curriculum; and relational conditions appeared to shape the epistemic possibilities available to children within specific interactions. Together, these findings suggest a way of understanding immigrant parental mediation as a culturally situated epistemic practice and illustrate how CR-MMM can be used to examine how process, resources, and relational positioning interact in shaping mathematical meaning-making.</p>