In this paper, we argued for the significance of research into parent-child interactions and the necessity of observing these dynamics in low-SES families. As an essential aspect of interaction, parental question-asking was categorized into three classifications: pedagogical questions, information-seeking questions, and rhetorical questions, to examine the variances in parental question-asking in a math-related context. The main objective of this study was to probe how parents in low-SES families communicated with their children by using various types of mathrelated questions in three given tasks simulating daily scenarios. We observed that parents from low-SES backgrounds frequently asked questions in conversation, with the majority of those questions exhibiting a pedagogical focus. The secondary objective was to explore the association between math pedagogical questions and mathematical performance, and children’s gender and their math achievement. The W score was utilized to measure the mathematical proficiency of the children. The findings revealed that while there was no correlation between math pedagogical questions and the W score, a marginal effect of gender was found regarding math achievement and a correlation was identified between parental income and children's W score.