As part of a larger study using parent workshops on enhancing parental involvement from K to grade six in Taiwan, this chapter reports on findings about how young children think mathematically and pose mathematics problems when reading a picture book by the parent. Two picture books were included; they were not written to teach math but had the potential to provoke mathematics-related concepts like ordinal numbers, cardinal numbers, and multiples. Parents were involved in reading stories to young children and then followed up with talking about the story and posing problems. Parents are also involved in analysing children’s work. Children responded with great imagination about mathematics concepts related to stories and posed legitimate problems. Implications for parental involvement in math learning and parent–child interactions were included.