["Developmental Science, Volume 29, Issue 5, September 2026. ", "\nABSTRACT\nAt the intersection of developmental and educational science, recent studies have focused on the role of parents’ attitudes and beliefs towards math and their homework‐helping behaviors. Specifically, findings from Maloney et al. (2015) suggest that parents’ math‐related anxiety is negatively related to children's gains in math achievement only when parents frequently help with math homework—suggesting that frequent math‐related interactions at home with caregivers who hold negative affect towards math may relate to children's lowered math achievement and, in turn, their math anxiety. To further understand this complex developmental mechanism, the current study aimed to replicate these findings with a larger, and more diverse sample of elementary school children. A sample of 3,018 U.S. kindergarten, first‐, second‐, and third‐grade students (50.48% female) nested across 242 classrooms were assessed on their math achievement and anxiety at the beginning and end of the school year. Parents self‐reported their own math anxiety and frequency of homework help. Contrary to the work of Maloney et al. (2015), we found no significant interaction effect between parent math anxiety and homework help on children's math achievement. Instead, results revealed (a) consistent, negative main effects of homework help frequency across models and (b) inconsistent, negative main effects of parents’ math anxiety across models and samples on children's gains in math achievement across the school year. These findings underscore the role of parents’ math anxiety and homework help as they relate to child math outcomes. However, there remains a need for additional examination of the nature and emotional valence of parents’ homework help and how this process plays a role in children's math development.\n"]