Designed to investigate the relationship between student and teacher attitudes concerning the study of mathematics and attitudes toward scientific and technical careers by sex and to provide inservice training in eliminating sex role stereotyping in the teaching of mathematics, a research project assessed students' mathematics achievement and developed unit plans incorporating career education concepts. Research involved pre- and post-surveys of the math ability of students and of the attitudes of teachers and students toward technical and scientific careers and toward sex-role stereotyping. The instruments used were the California Test of Basic Skills and project-developed surveys scaling teacher and student attitudes toward mathematics and occupations. A major unit topic was identified and a career awareness unit with student activities in that area developed for each grade involved: measurement (grade 3), addition and subtraction of fractions (grades 4 and 5), multiplication and division of fractions (grade 6), decimals (grade 7), and percentages and business mathematics (grade 8). Data analysis generally indicated large increases in scores of male and female students on the occupational preference survey and the mathematic achievement test. (Unit plans are presented with lesson plans including objectives, teaching strategies, materials needed, lesson development, and activities. Survey instruments are appended.) (YLB)