Wendy Lichtman’s Do the Math: Secrets, Lies, and Algebra depicts an 8th grade student named Tess. Tess has always relied on her mother, math, and her two best friends, but as she enters the eighth grade, she begins to question their trust. Tess views the world through math and constantly relates everyday situations to mathematical concepts, however, as she works through her algebra class, she finds that solutions can change and sometimes they do not exist. School has become complicated as well. Tess catches her 8th grade crush cheating on a history test. Life at home is even more dramatic as her mother silently suspects that the death of a coworker’s wife might be more than suicide. Tess is burdened with keeping these suspicions a secret but as that burden grows too great she wonders if her best friends are as trustworthy as she once thought.
As a future teacher, I am reviewing this book and analyzing its practical use within a mathematics classroom. Do the Math: Secrets, Lies, and Algebra examines a wide range of mathematical concepts as Tess relates her dramatic life to math. Her comparisons range from illustrating inequalities as the relation of popularity between two students to the association of life as a line or line segment, ending or continuing after death. Though some of these comparisons seem natural and flow with the plot of the story, others seem forced and out of place.
In chapter two, the students of Ms. Saltzman’s 8th grade algebra class were asked to plot graphs representing something meaningful to themselves. As Tess translates Nina’s death, the coworker’s wife mentioned earlier, into a graph, she forms two scenarios that represent Nina’s breathing rate as a function of time. One model illustrates a slow death with a gradual curve while the other illustrates a fast death with a sharp drop in the slope. This comparison flows with the text and seems like a natural way of incorporating math with the plot of the story.
Other chapters contain clever methods in incorporating mathematical concepts into the story as well. Within her notebook, Tess symbolizes her friend Miranda as |m|, an absolute value. She explains that Miranda turns negative ideas or situations positive and continues to explain absolute value in mathematical examples. She later explains Venn diagrams as she compares similarities and differences between herself and her two best friends. These comparisons, along with a handful of others, relate the plot of the story to math smoothly. However, as the book progresses, the mathematical connections begin to feel out of place.
As Tess discusses situations with her family, friends, and teachers, she connects the conversations to math. Many times, this method of incorporating math with the plot feels forced. After her father tells her she has a negative attitude, Tess explains that there is nothing wrong with being negative. She explains the number line through the placement of buildings and their relation east or west to a particular starting point. Buildings west are given negative values, while buildings east are given positive values. Tess loses herself in an explanation that is irrelevant to her father’s claim and finishes by stating that she simply has a west attitude.
Tess’s history teacher, Mr. Wright, is depicted as a math novice. He consistently makes incorrect remarks related to math. In chapter 14, Mr. Wright joyfully walks into his classroom after four students have received perfect grades on a test and writes the numbers 192, 77, 4, and 100 on the board. He claims that these numbers are prime numbers. This was likely his unusual way of referring to these numbers as important, however, Tess picks this apart in her mind stating that this was the “stupidest” math connection Mr. Wright has made and that none of these numbers are prime. Mr. Wright makes a few other statements throughout the book that Tess picks apart.
In conclusion, Do the Math: Secrets, Lies, and Algebra makes some great mathematical connections as well as some forced connections. The story loses its drive in the second half of the book as mathematical concepts feel out of place, examples become scarce, and the story begins to lack entertainment. Overall, Tess’s suspicion about the murder is uneventful and she simply talks about the suspicion throughout much of the book. Incorporating this book in a classroom is possible and may succeed in its purpose. However, based on the lack of climax and the unnatural way many of the mathematical concepts are introduced, I feel that some students will begin to question connections the author makes and lose interest as the story progresses. Based on this reflection, I would not likely use this book within my own classroom.