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Mathematics

In Wayland, we believe that math is not just a subject—it's a vital part of our everyday lives. Throughout their K-12 journey, we empower students to develop strong mathematical foundations that go beyond memorization and calculation.


Our approach emphasizes conceptual understanding, encouraging students to make connections between various strands of mathematics to make sense of math. 

  • Number Sense
  • Operations and Algebraic Thinking
  • Measurement and Data
  • Probability and Statistics
  • Geometry 

 We foster a learning environment where students engage in critical thinking, analytical reasoning, and creative problem-solving. We understand that in today's highly technological and rapidly changing world, it's essential for students not only to arrive at correct answers but also to communicate their thinking effectively using rich academic language.In our classrooms, we promote a growth mindset, where mistakes are embraced as valuable learning opportunities. Students are encouraged to persevere in problem-solving, critique the reasoning of others, and develop strong analytical reasoning. We believe that all students can experience both challenges and success, fostering an inclusive environment where everyone feels mathematically empowered.In Wayland, we are dedicated to equipping all students with mathematical skills to make sense of math and the mindset needed to navigate their world, inform their choices, and take control of their futures. Join us on this mathematical journey, where learning is not just about finding answers but also about understanding and communicating the beauty of mathematics.

Wayland Middle School Mathematics

The mission of the Wayland Middle School Math Department is to help all students become creative problem-solvers by nurturing a growth mindset, helping them to develop their critical thinking and analytical reasoning skills, and providing a program where all students feel challenged and successful.

To grow as problem-solvers and mathematicians, students benefit from practicing curiosity. When faced with novel situations or problems, we encourage students to think flexibly, asking questions such as: Is there a pattern? How many? In what order? When students ask themselves, “What do I notice about this problem, how does it relate to what I already know, and what resources can I use to solve it?” they position themselves as active problem solvers who are well-poised to tackle the math at hand.

There is no such thing as a non-math person. Everyone can learn math to high levels; it just might take some students longer and more effort to get there. To accomplish this, we strive to foster an environment that promotes student inquisitiveness and mathematical risk-taking. Middle school math class should be a safe space for students to experience productive struggle. No one “gets it” the first time every time, and we help students to learn what they can do when they have the experience of “not getting it.” Making mistakes is a valuable part of the learning process.

Students’ ability to communicate their mathematical thought-process is as important as their ability to arrive at the correct answer. First, recording their step-by-step problem-solving process solidifies students’ comprehension. For example, identifying where an error occurred is necessary to determine the type of error and what’s required to address it. Effective error analysis is only possible when students can see their process reflected back to them in writing. Second, by showing their work, students demonstrate to their teachers the extent to which they understand, which in turn helps educators to support them. Finally, we believe that communicating ideas of all kinds is a critical life skill that will serve students beyond the math classroom.

  • To grow as problem-solvers and mathematicians, students benefit from practicing curiosity. When faced with novel situations or problems, we encourage students to think flexibly, asking questions such as: Is there a pattern? How many? In what order? When students ask themselves, “What do I notice about this problem, how does it relate to what I already know, and what resources can I use to solve it?” they position themselves as active problem solvers who are well-poised to tackle the math at hand.

  • There is no such thing as a non-math person. Everyone can learn math to high levels; it just might take some students longer and more effort to get there. To accomplish this, we strive to foster an environment that promotes student inquisitiveness and mathematical risk-taking. Middle school math class should be a safe space for students to experience productive struggle. No one “gets it” the first time every time, and we help students to learn what they can do when they have the experience of “not getting it.” Making mistakes is a valuable part of the learning process.

  • Students’ ability to communicate their mathematical thought-process is as important as their ability to arrive at the correct answer. First, recording their step-by-step problem-solving process solidifies students’ comprehension. For example, identifying where an error occurred is necessary to determine the type of error and what’s required to address it. Effective error analysis is only possible when students can see their process reflected back to them in writing. Second, by showing their work, students demonstrate to their teachers the extent to which they understand, which in turn helps educators to support them. Finally, we believe that communicating ideas of all kinds is a critical life skill that will serve students beyond the math classroom.