The revised approach to teaching and learning math in the United States emphasizes the mental processes involved in doing math and focuses partly on children's prior knowledge, out-of-school experiences, and informal mathematics knowledge. This engaging approach can function to encourage children to select one of the mathematical sciences as an occupation. This digest describes several conditions that are necessary before this can occur. Some factors that must be present include an increased focus on the paradigm of problem solving in math, as well as an effort to provide teachers with professional development concerning the goals of instruction and student learning. Those who have a stake in a child's development need to help reform the current state of low involvement in math and science. School counselors are in the important position to help increase the number of students who select a mathematical science as a career option. Counselors can reduce biases by assisting in maintaining a balance between the mathematical preparation of all students instead of the trend towards encouraging only a select few to take higher-level mathematics courses. They can assist teachers to critically examine their relationships with students and help them provide opportunities for all students in their classes. They can facilitate the infusion of career exploration and knowledge of the mathematical sciences into all course content beginning in kindergarten. Beginning early in a student's academic life, the connection between what is being learned in school and future careers and life roles should become an explicit part of everyday learning. (Contains seven references.) (JDM)