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Discussion Guide DISCUSSION GUIDE CREATED BY IMPACT MEDIA PARTNERS LLC FOR ZALA FILMS Secrets of the Surface: The Mathematical Vision of Maryam Mirzakhani 2 DISCUSSION GUIDE DISCUSSION GUIDE CONTENTS CREATED BY IMPACT MEDIA PARTNERS LLC 02 USING THIS GUIDE FOR ZALA FILMS RENEE GASCH, WRITER 03 ABOUT THE FILM 03 ABOUT THE FILMMAKER USING THIS GUIDE 04 DISCUSSION QUESTIONS This discussion guide is designed to support educa- 06 ESSAY QUESTIONS tors in presenting the film SECRETS OF THE SURFACE within the context of a women and gender 07 CLASS ACTIVITY studies curriculum. After screening the film for their class, educators can use the discussion questions 08 CONTEXTUAL INFORMATION included in this guide to facilitate student reflection ABOUT MARYAM MIRZAKHANI on the ways gender and cultural identity influenced GENDER EQUITY IN IRANIAN EDUCATION Maryam Mirzakhani’s achievements in mathemat- IRANIAN INTERNATIONAL STUDENTS ics. A variety of essay questions and a class activity GENDER AND RACE EQUITY IN STEM IN focused on implicit bias encourage students to think THE US systemically about equity in mathematics and other WOMEN IN MATHEMATICS HISTORY STEM fields. Educators will also find in this guide ISLAMIC ROOTS OF MATHEMATICS additional contextual information and recommended resources to supplement the information presented 14 RECOMMENDED READING in SECRETS OF THE SURFACE. Secrets of the Surface: The Mathematical Vision of Maryam Mirzakhani 3 DISCUSSION GUIDE ABOUT THE FILM Filmed in Canada, Iran, and the United States, SECRETS OF THE SURFACE: THE MATHEMATICAL VISION OF MARYAM MIRZAKHANI examines the life and mathematical work of Maryam Mirzakhani, an Iranian immigrant to the US who became a superstar in her field. In 2014, she was both the first woman and the first Iranian to be honored by mathematics’ highest prize, the Fields Medal. Mirzakhani’s contributions are explained in the film by leading mathematicians and illustrated by animated sequences. Her math- ematical colleagues from around the world, as well as former teachers, classmates, and students in Iran today, convey the deep impact of her achieve- ments. The path of her education, success on Iran’s Math Olympiad team, and her brilliant work, make Mirzakhani an ideal role model for girls looking to- ward careers in science and mathematics. ABOUT THE FILMMAKER George Paul Csicsery, a writer and independent filmmaker since 1968, was born in Germany in 1948, the son of Hungarian parents. He immigrated to the US in 1951. He has directed 32 films— dramatic shorts, performance films, and documentaries—many on the subjects of mathematics and science. Additional information and a filmography is available at ZALAFILMS.COM. Secrets of the Surface: The Mathematical Vision of Maryam Mirzakhani 4 DISCUSSION GUIDE Questions Use these questions to guide a discussion after watch- for Thought or ing the film. If you are a larger number of people, consider diving into small groups of four or six to tackle Discussion select questions and report back. 01 02 03 What did you know about What stereotypes did the What were some of the Maryam Mirzakhani before film challenge? Were any early sources of support watching SECRETS OF THE stereotypes reinforced by the that encouraged Mirzakhani SURFACE? What elements film? If so, which ones? to realize her potential in of her story stood out to you mathematics? as you were watching the film? 04 05 06 How did the friendship Mirzakhani’s teachers Graduates from Sharif between Mirzakhani and described her as a “child University of Technology in fellow mathematician Roya prodigy” in mathematics. Tehran typically apply to study Beheshti influence their How does being “exceptional” abroad for their PhDs. What mutual success? Could this help gain access to academic effect does “brain drain” relationship have helped to opportunity? have on the advancement mitigate some of the barriers of women’s rights within the to professional advancement country? that women often face? 07 08 09 How did gender roles change Can you name other women Women and people of color for Mirzakhani and her peers mathematicians in history? are disproportionately once they left Iran? What Why do you think women underrepresented in cultural continuities did the mathematicians are typically mathematics degrees and cohort of Iranian students less known than their male careers in the US. What maintain when they studied counterparts? What factors systemic factors influence the abroad, and how do you influence recognition in official demographic composition of think this contributed to historical records? mathematics and other STEM Mirzakhani’s success? fields? Secrets of the Surface: The Mathematical Vision of Maryam Mirzakhani 5 DISCUSSION GUIDE Questions for Thought or Discussion (continued) 10 11 12 While she was alive, What effect do you think What questions do you have Mirzakhani rejected the role models like Mirzakhani after watching SECRETS OF publicity that came with have on students in male- THE SURFACE? What would winning the Fields Medal. Yet dominated fields? How you like to research more in her death, she has become a might women and girl in order to help you better celebrated public figure. How mathematicians benefit from understand Mirzakhani’s story is Mirzakhani’s image used Mirzakhani’s success? and the themes relevant to to promote Iran’s national the film? interests? Who or what else benefits from celebrating Mirzakhani’s image as a woman mathematician? “If you want to get a reasonably good idea, you have to spend a 13 14 lot of time just thinking patiently, not getting Maryam wanted people to If Mirzakhani had grown up in look at her mathematics, the United States, how might disappointed somehow, not at the fact that she was her opportunities to succeed Iranian or a woman. She in mathematics have been coming back to the went out of her way to avoid different, either in a positive politicizing her image and her and/or negative sense? same problem. And role; given that, is it valid to analyze her life and work in staying somehow con- terms of gender, ethnicity, and culture? fident that maybe one day you will have a good idea.” - Maryam Mirzakhani Secrets of the Surface: The Mathematical Vision of Maryam Mirzakhani 6 DISCUSSION GUIDE Essay Questions Consider assigning one or more essay questions to students after watching the film to facilitate their own analysis of the issues. Civil rights scholar Kimberlé Crenshaw developed the concept of intersectionality in the 1980s while analyzing the ways Black women are affected by gender and race discrimina- tion simultaneously. Intersectionality can be used to better understand how people expe- rience society differently depending on the intersection of their identities. How would you 01apply intersectionality to Maryam Mirzakhani’s story? Which identities were foregrounded in the film to help us understand Mirzakhani’s experiences? In what ways did intersection- ality influence the opportunities available to Mirzakhani in the field of mathematics? How were Mirzakhani’s experiences consistent and/or inconsistent with others who share her identities? Reflect on your own socialization and how it has influenced your academic pursuits. Who and what influenced your early academic interests and how do you think these influenc- es affected the trajectory of your education? How has gender socialization in particular affected your participation in mathematics education or other science fields? What expe- 02riences, comments, or subtle messages were formative in shaping your ideas about gender roles and academics? Analyze the structural and systemic factors that influence equity in STEM careers in the US, Iran, or another country of interest. What does the data in your selected country indicate about the status of equity in STEM? How does the organization of the country’s education system affect equity across academic disciplines? What policies or procedures 03in the country influence equal access to opportunity in STEM careers? How do institutions in your selected country address retention of diverse STEM professionals once they are hired? Based on your research, what conclusions can you draw about strategies for in- creasing equity in STEM? *You can also use any of the discussion questions above as the basis for a more detailed essay assignment. Secrets of the Surface: The Mathematical Vision of Maryam Mirzakhani 7 DISCUSSION GUIDE In-Class or Group Activity Depending on technology available, this activity 03. Then ask students to watch the video “This test could be done together in a classroom setting, as- reveals implicit biases you don’t know you have” signed as homework, or added to an online class- posted at this LINK. room forum. 04. Finally, facilitate a class discussion to reflect on the concept of implicit bias with your students. Sample OBJECTIVE: Increase student understanding of discussion questions include: implicit bias toward social groups and how it af- fects equal access to opportunities in STEM fields. a. Based on the test and video in this class activ- ity, how would you define implicit bias in your TIME: Approx. 45 minutes own words? b. What was your experience taking the test? MATERIALS: What was going through your head as you To complete this activity, students will need access were completing it? to: c. What is your assessment of the test design? Do • Computers with Internet you think it can accurately detect implicit bias? • LINK to Implicit Bias Test by Project Implicit at Har- Why or why not? vard University (Approx. 5 minutes) d. Based on the video you watched, how might • LINK to video by Christian Science Monitor (2018) implicit bias affect equal opportunity? “This test reveals implicit biases you don’t know you have.” (Runtime: 6:20 minutes) e. What strategies did the video recommend to address implicit bias? What are the strengths and weaknesses of the recommendations sug- INSTRUCTIONS: gested? 01. Assign students to take THE “GENDER-SCIENCE” IMPLICIT BIAS TEST.
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