Fractions, central to many daily life applications, often pose comprehension challenges for children. This research delves into the potential influence of parent-child conversations about fractions on children’s fraction knowledge. Video recordings of 84 parent-child dyads (children aged six to seven) were transcribed and systematically coded. Key findings highlight a robust correlation between instances where parents explicitly discuss the part-whole nature of fractions and higher fraction test scores in children, as measured by the baseline task. These findings underscore the potential importance of targeted conversation strategies to promote fraction comprehension. Future studies may employ experimental designs to examine causal relationships between specific conversation elements and children’s fraction learning outcomes. Understanding the dynamics of parent-child interactions can inform the development of interventions and educational approaches to promote effective fraction instruction.