Research Article
BibTex RIS Cite
Year 2020, Volume: 8 Issue: 3, 1185 - 1199, 15.09.2020
https://doi.org/10.17478/jegys.738223

Abstract

References

  • Abed, A., & Yaqoub, A. (1994). Mathematics anxiety scale for pupils, its development, and the indications of its truthfulness and consistency among grades students Fifth, sixth, seventh, and eighth of the basic stage in Jordan. Studies, 21(1), 388-417.
  • Amer, A. (2002). The effect of awareness of creative processes and style on the efficiency of problem solving (unpublished doctoral dissertation), Faculty of Arts, Cairo University, Egypt.
  • Aba Al-Khail, A. (2011). Strategies for Confronting School Pressures among a Sample of Talented and Outstanding Students with Learning Disabilities at the Intermediate Level: Diagnostic Study. Journal of Arab Studies in Education and Psychology, 56, 81-126.
  • Ali, A. (2017). The effectiveness of a training program based on a strategy of creative problem solving in alleviating math anxiety and improving the level of academic ambition of gifted students with difficulties learning math in the elementary stage. Scientific Research and Publication Administration Scientific Journal, 33 (6), 1-45.
  • Abd Rabbu, S. (2018). The effect of using brain-based learning strategies on developing mathematical proof and contemplative thinking and reducing math anxiety for third-grade middle school students. Journal of Mathematics Education, 21 (3), 205-259.
  • Alattiyah, A., & Dababneh, K. (2015). “Gifted children with learning disabilities discovering intervention and nurturing challenges and practices”. The second international conference for the gifted and talented - under the slogan "Towards a national strategy for the care of innovators" organized by the Department of Special Education / College of Education / United Arab Emirates University. Available at https://eis.hu.edu.jo/deanshipfiles/conf104882243.pdf
  • Alodat, A. (2019). Evaluating Educational Services Offered for Syrian Gifted Refugee Students in Jordanian Schools. Journal for the Education of Gifted Young Scientists, 7 (2), 253 – 271. https://doi.org/10.17478/jegys.552789
  • Al-Asar‎, M. (2000). Creativity in problem solving. Cairo: Dar Kabbar for Printing and Publishing.
  • Al-Haroub, A. (2012). Theoretical issues around the concept of gifted students with learning disabilities. International Journal of Educational Research, 31, 32-60.
  • Al- Habashi, F. A., & Jad Al-Haq, J. N. A. (2013). Self-organization in teaching science to develop a Creative Problem Solving in middle school pupils. Journal of Studies in Curricula and Teaching Methods, 92, 110-144.
  • Al-Rashidi, M. (2014). Modeling the relationships between the fear of mathematics and the associated anxiety and its attitude towards those with learning difficulties and ordinary students from the intermediate stage in the State of Kuwait. (Unpublished Master Thesis), Arab Gulf University, Manama, Bahrain.
  • Al-Tawil, G. (1988). A study of some of the factors that contribute to students' failure to study mathematics at the secondary stage in the State of Qatar (Unpublished Master Thesis), Department of Curricula and Teaching Methods, Faculty of Education, Tanta University.
  • Al-Zayat, F. (1998). Learning Disabilities: Theoretical, Diagnostic and Therapeutic Foundations. Cairo, Egypt: University Publishing House.
  • Al-Zayat, F. (2000). The mentally superior with learning difficulties, issues of identification, diagnosis and treatment. Annual conference of the College of Education - University of Mansoura: Towards better psychological and educational care for people with special needs. Available at http://dar.bibalex.org /webpages/mainpage.jsf?PID=DAFJob:56441&q=.
  • Baazzi, S. (2012). Methods of diagnosis and treatment of gifted students with learning difficulties in mathematics. University of Ammar Thaligi studies in Laghouat, (20), 25 - 41.
  • Bekdemir, M. (2010). The pre-service teachers’ mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students. Educational Studies in Mathematics, 75 (3), 311-328. doi.org/10.1007/s10649-010-9260-7
  • Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S.C. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences, 107 (5), 1860-1863. doi.org/10.1073/pnas.0910967107
  • Beilock, S. L., & Maloney, E.A. (2015). Math Anxiety: A Factor in Math Achievement Not to Be Ignored. Policy Insights from the Behavioral and Brain Sciences, 2 (1), 4- 12. doi.org/10.1177/2372732215601438
  • Cáceres-Serrano, P.A., & Conejeros-Solar, M.L. (2011). Effect of a learning based methodology model on critical thinking, creative thinking and problem-solving ability in students with academic talent. Spanish Journal of Pedagogy, 248 (2), 39-55.
  • Cosar, G., Çetinkaya, Ç., & Çetinkaya, Ç . (2015). Investigating the Preschool Training for Gifted and Talented Students on Gifted School Teachers’ View. Journal for the Education of Gifted Young Scientists, 3 (1), 13-21.
  • Darwan, A. K. (2007). Effects of instruction in creative problem solving on cognition, creativity, and satisfaction among ninth grade students in an introduction to world agricultural science and technology course (PhD Dissertation), Texas Tech University.
  • Dawson, V.M., & Venville, G. (2010). Teaching Strategies for Developing Students’ Argumentation Skills About Socioscientific Issues in High School Genetics. Research in Science Education volume, 40 (2), 133-148.
  • Devine, A., Fawcett, K., Szűcs, D., & Dowker, A. (2012). Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety. Behavioral and Brain Functions, 8(33), 1-9.
  • Geist, E. (2010). The Anti-Anxiety Curriculum: Combating Math Anxiety in the Classroom. Journal of Instructional Psychology, 37(10), 24-31.
  • Goldman, S. (2011).Choosing and using multiple information sources: Some new findings and emergent issues. Learning & Instruction, 21(2), 238-242. https://doi.org/10.1016/j.learninstruc.2010.02.006
  • Gresham, G. (2009). Examining the relationship between pre-service elementary teachers’ experience of mathematics anxiety and their efficacy for teaching mathematics. Journal of Classroom Interaction, 44 (2), 22 -38.
  • Harari, R., Vukovic, R. K., & Bailey, S. P. (2013) Mathematics Anxiety in Young Children: An Exploratory Study. The Journal of Experimental Education 81(4), 538-555. doi.org/ 10. 10 80 / 0 0 2 2 0 9 7 3 .2012.727888
  • Ibrahim, M. (2006). Teaching mathematics to students with gifted and ordinary learning disabilities. Cairo, Egypt: The World of Books.
  • Jassim, M., Alobaidi, W., Alobaidi, B., & Alobaidi, A. (2010). Creativity and innovative thinking and its development in education. Dar Debono for Printing and Publishing.
  • Jarwan, F., & Al-Abadi, Z. (2014). The Effect of an Instructional Program Based on Creative Problem Solving Strategy on Developing Creative Thinking Skills of Gifted Students with Learning Disabilities. Association of Arab University Journal for Education and Psychology, 12 (1), 11 – 43.
  • Joseph, M. F., & Mary, L. D. (2002). Equity for all students in the New Millennium: Disabling Math Anxiety. Intervention in school and Clinic, 38(2), 67-74.
  • Krinzinger, H., Kaufmann, L., Willmes, K. (2009). Math Anxiety and Math Ability in Early Primary School Years. Journal of sychoeducational Assessment, 27, 206-225.
  • Maloney, E. A., Schaeffer, M. W., & Beilock, S. L. (2013). Mathematics anxiety and stereotype threat: Shared mechanisms, negative consequences and promising interventions. Research in Mathematics Education, 15(2), 115-128. doi.org/10.1080/14794802.2013.797744
  • Obaidat, T., Abdul-Haqq, K., & Adas, A. (2011). Scientific research: concept, principles and methods. Amman, the Hashemite Kingdom of Jordan: Dar Al-Fikr Publishers and Distributors.
  • Oleary, K.M., Brouwers, P., Gardner, D.L., & Cowdry, R.W. (1991). Neuropsychological testing of patients with borderline personality disorder. Am J Psychiatry, 148 (1), 106-111.
  • Passolunghi , M.C., Caviola , S., Agostini, R.D., Perin, C., & Mammarella, I.C. (2016). Mathematics Anxiety, Working Memory, and Mathematics Performance in Secondary-School Children. Frontiers in Psychology, 7 (42), 1-8. https://doi.org/10.3389/fpsyg.2016.00042
  • Raven, J. C. (1977). Manual For Raven’s Progressive Matrices & Vocabulary Scales. General Overview. H. K. Lewis & Co. Ltd, London.
  • Rowan-Kenyon, H.T., Swan, A.K. & Creager, M.F. (2012). Social Cognitive Factors, Support, and Engagement: Early Adolescents’ Math Interests as Precursors to Choice of Career. The Career Development Quarterly, 60(1), 2-15.
  • Rubinsten, O., & Tannock, R. (2010). Mathematics anxiety in children with developmental dyscalculia. Behavioral and Brain Functions, 6(46). 1-13. https://doi.org/10.1186/1744-9081-6-46
  • Saleh, Z. (1978). Illustrated IQ test instruction. Cairo: Egyptian Renaissance Library.
  • Saadat, M. (2014). Learning Disabilities Program at the primary level. Ain-Shams University. Cairo: Al-Luka Network.
  • Sparks, S. (2011). Researchers Probe Causes of Math Anxiety. Education Week, 30 (31), 1-16.
  • Sternberg, R., Lipka, J., Newman, T., wildfeuer, S., & Grigorenko, E. (2003). Triarchically-Based Instruction and Assessment of Sixth-Grade Mathematics in a Yup’ik Cultural Setting in Alaska. Gifted and Talented International, 21(2), 9-19. https://doi.org/10.1080/15332276.2006.11673471
  • Uçar, M.F., Uçar, M.B., & Calişkan, M. (2017). Investigation of Gifted Students' Problem-Solving Skills. Journal for the Education of Gifted Young Scientists, 5 (3), 1– 14.
  • Wang, Z., Hart, S. A., Kovas, Y., Lukowski, S., Soden, B., Thompson, L., Plomin, R., McLoughlin, G., Bartlett, C.W., Lyons, I.M., A., & Petrill, S. A. (2014). Who is afraid of math? Two sources of genetic variance for mathematical anxiety. Journal of Child Psychology and Psychiatry, 55, 1056–1064. https://doi.org/10.1111/jcpp.12224
  • Willis, J. (2010). Learning to love Math: Teaching strategies that change students attitudes and get results. ASCD.
  • Yaqoub, A. (1996). Students' math anxiety and its relationship to some personal, psychological, and cognitive variables. Journal of the Educational Research Center, 5 (9), 97-206.

Creativity enhanced program for twice exceptionally gifted: effects of mathematics anxiety level

Year 2020, Volume: 8 Issue: 3, 1185 - 1199, 15.09.2020
https://doi.org/10.17478/jegys.738223

Abstract

TThis research aimed to verify the effectiveness of a program based on the creative problem-solving strategy in alleviating mathematics anxiety among gifted students with mathematics learning difficulties at public primary schools in Saudi Arabia. To achieve this goal, the researcher employed the experimental approach in its quasi-experimental design. Raven Progresivve Matris Test (RPMT) was applied to determine the general mental level. The mathematics anxiety scale was applied immediately after the training, as well as during the follow-up testing after four weeks of post-measurement. The sample of the study consisted of 10 grade-six gifted students with mathematics learning difficulties, whose ages ranged between 132 and 135 months. The sample was divided into two randomly chosen groups. The first is the control group, which consisted of five students. The second is the experimental group, which consisted of five students. The experimental group students received 18 training sessions, which were applied over six weeks, three days per week. Immediately after the training and during the follow-up test on the mathematics anxiety scale. Data were analysed using the Statistical Package for Social Sciences (SPSS). The results revealed that the experimental group were superior to the control group in the performance on mathematics anxiety scale. In addition, there were no statistically significant mean score differences among the experimental group students immediately after the training and during the follow-up test on mathematics anxiety scale. This indicates a decrease in the mathematics anxiety scale. The researcher recommends the use of a creative problem-solving strategy to help those students.

References

  • Abed, A., & Yaqoub, A. (1994). Mathematics anxiety scale for pupils, its development, and the indications of its truthfulness and consistency among grades students Fifth, sixth, seventh, and eighth of the basic stage in Jordan. Studies, 21(1), 388-417.
  • Amer, A. (2002). The effect of awareness of creative processes and style on the efficiency of problem solving (unpublished doctoral dissertation), Faculty of Arts, Cairo University, Egypt.
  • Aba Al-Khail, A. (2011). Strategies for Confronting School Pressures among a Sample of Talented and Outstanding Students with Learning Disabilities at the Intermediate Level: Diagnostic Study. Journal of Arab Studies in Education and Psychology, 56, 81-126.
  • Ali, A. (2017). The effectiveness of a training program based on a strategy of creative problem solving in alleviating math anxiety and improving the level of academic ambition of gifted students with difficulties learning math in the elementary stage. Scientific Research and Publication Administration Scientific Journal, 33 (6), 1-45.
  • Abd Rabbu, S. (2018). The effect of using brain-based learning strategies on developing mathematical proof and contemplative thinking and reducing math anxiety for third-grade middle school students. Journal of Mathematics Education, 21 (3), 205-259.
  • Alattiyah, A., & Dababneh, K. (2015). “Gifted children with learning disabilities discovering intervention and nurturing challenges and practices”. The second international conference for the gifted and talented - under the slogan "Towards a national strategy for the care of innovators" organized by the Department of Special Education / College of Education / United Arab Emirates University. Available at https://eis.hu.edu.jo/deanshipfiles/conf104882243.pdf
  • Alodat, A. (2019). Evaluating Educational Services Offered for Syrian Gifted Refugee Students in Jordanian Schools. Journal for the Education of Gifted Young Scientists, 7 (2), 253 – 271. https://doi.org/10.17478/jegys.552789
  • Al-Asar‎, M. (2000). Creativity in problem solving. Cairo: Dar Kabbar for Printing and Publishing.
  • Al-Haroub, A. (2012). Theoretical issues around the concept of gifted students with learning disabilities. International Journal of Educational Research, 31, 32-60.
  • Al- Habashi, F. A., & Jad Al-Haq, J. N. A. (2013). Self-organization in teaching science to develop a Creative Problem Solving in middle school pupils. Journal of Studies in Curricula and Teaching Methods, 92, 110-144.
  • Al-Rashidi, M. (2014). Modeling the relationships between the fear of mathematics and the associated anxiety and its attitude towards those with learning difficulties and ordinary students from the intermediate stage in the State of Kuwait. (Unpublished Master Thesis), Arab Gulf University, Manama, Bahrain.
  • Al-Tawil, G. (1988). A study of some of the factors that contribute to students' failure to study mathematics at the secondary stage in the State of Qatar (Unpublished Master Thesis), Department of Curricula and Teaching Methods, Faculty of Education, Tanta University.
  • Al-Zayat, F. (1998). Learning Disabilities: Theoretical, Diagnostic and Therapeutic Foundations. Cairo, Egypt: University Publishing House.
  • Al-Zayat, F. (2000). The mentally superior with learning difficulties, issues of identification, diagnosis and treatment. Annual conference of the College of Education - University of Mansoura: Towards better psychological and educational care for people with special needs. Available at http://dar.bibalex.org /webpages/mainpage.jsf?PID=DAFJob:56441&q=.
  • Baazzi, S. (2012). Methods of diagnosis and treatment of gifted students with learning difficulties in mathematics. University of Ammar Thaligi studies in Laghouat, (20), 25 - 41.
  • Bekdemir, M. (2010). The pre-service teachers’ mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students. Educational Studies in Mathematics, 75 (3), 311-328. doi.org/10.1007/s10649-010-9260-7
  • Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S.C. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences, 107 (5), 1860-1863. doi.org/10.1073/pnas.0910967107
  • Beilock, S. L., & Maloney, E.A. (2015). Math Anxiety: A Factor in Math Achievement Not to Be Ignored. Policy Insights from the Behavioral and Brain Sciences, 2 (1), 4- 12. doi.org/10.1177/2372732215601438
  • Cáceres-Serrano, P.A., & Conejeros-Solar, M.L. (2011). Effect of a learning based methodology model on critical thinking, creative thinking and problem-solving ability in students with academic talent. Spanish Journal of Pedagogy, 248 (2), 39-55.
  • Cosar, G., Çetinkaya, Ç., & Çetinkaya, Ç . (2015). Investigating the Preschool Training for Gifted and Talented Students on Gifted School Teachers’ View. Journal for the Education of Gifted Young Scientists, 3 (1), 13-21.
  • Darwan, A. K. (2007). Effects of instruction in creative problem solving on cognition, creativity, and satisfaction among ninth grade students in an introduction to world agricultural science and technology course (PhD Dissertation), Texas Tech University.
  • Dawson, V.M., & Venville, G. (2010). Teaching Strategies for Developing Students’ Argumentation Skills About Socioscientific Issues in High School Genetics. Research in Science Education volume, 40 (2), 133-148.
  • Devine, A., Fawcett, K., Szűcs, D., & Dowker, A. (2012). Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety. Behavioral and Brain Functions, 8(33), 1-9.
  • Geist, E. (2010). The Anti-Anxiety Curriculum: Combating Math Anxiety in the Classroom. Journal of Instructional Psychology, 37(10), 24-31.
  • Goldman, S. (2011).Choosing and using multiple information sources: Some new findings and emergent issues. Learning & Instruction, 21(2), 238-242. https://doi.org/10.1016/j.learninstruc.2010.02.006
  • Gresham, G. (2009). Examining the relationship between pre-service elementary teachers’ experience of mathematics anxiety and their efficacy for teaching mathematics. Journal of Classroom Interaction, 44 (2), 22 -38.
  • Harari, R., Vukovic, R. K., & Bailey, S. P. (2013) Mathematics Anxiety in Young Children: An Exploratory Study. The Journal of Experimental Education 81(4), 538-555. doi.org/ 10. 10 80 / 0 0 2 2 0 9 7 3 .2012.727888
  • Ibrahim, M. (2006). Teaching mathematics to students with gifted and ordinary learning disabilities. Cairo, Egypt: The World of Books.
  • Jassim, M., Alobaidi, W., Alobaidi, B., & Alobaidi, A. (2010). Creativity and innovative thinking and its development in education. Dar Debono for Printing and Publishing.
  • Jarwan, F., & Al-Abadi, Z. (2014). The Effect of an Instructional Program Based on Creative Problem Solving Strategy on Developing Creative Thinking Skills of Gifted Students with Learning Disabilities. Association of Arab University Journal for Education and Psychology, 12 (1), 11 – 43.
  • Joseph, M. F., & Mary, L. D. (2002). Equity for all students in the New Millennium: Disabling Math Anxiety. Intervention in school and Clinic, 38(2), 67-74.
  • Krinzinger, H., Kaufmann, L., Willmes, K. (2009). Math Anxiety and Math Ability in Early Primary School Years. Journal of sychoeducational Assessment, 27, 206-225.
  • Maloney, E. A., Schaeffer, M. W., & Beilock, S. L. (2013). Mathematics anxiety and stereotype threat: Shared mechanisms, negative consequences and promising interventions. Research in Mathematics Education, 15(2), 115-128. doi.org/10.1080/14794802.2013.797744
  • Obaidat, T., Abdul-Haqq, K., & Adas, A. (2011). Scientific research: concept, principles and methods. Amman, the Hashemite Kingdom of Jordan: Dar Al-Fikr Publishers and Distributors.
  • Oleary, K.M., Brouwers, P., Gardner, D.L., & Cowdry, R.W. (1991). Neuropsychological testing of patients with borderline personality disorder. Am J Psychiatry, 148 (1), 106-111.
  • Passolunghi , M.C., Caviola , S., Agostini, R.D., Perin, C., & Mammarella, I.C. (2016). Mathematics Anxiety, Working Memory, and Mathematics Performance in Secondary-School Children. Frontiers in Psychology, 7 (42), 1-8. https://doi.org/10.3389/fpsyg.2016.00042
  • Raven, J. C. (1977). Manual For Raven’s Progressive Matrices & Vocabulary Scales. General Overview. H. K. Lewis & Co. Ltd, London.
  • Rowan-Kenyon, H.T., Swan, A.K. & Creager, M.F. (2012). Social Cognitive Factors, Support, and Engagement: Early Adolescents’ Math Interests as Precursors to Choice of Career. The Career Development Quarterly, 60(1), 2-15.
  • Rubinsten, O., & Tannock, R. (2010). Mathematics anxiety in children with developmental dyscalculia. Behavioral and Brain Functions, 6(46). 1-13. https://doi.org/10.1186/1744-9081-6-46
  • Saleh, Z. (1978). Illustrated IQ test instruction. Cairo: Egyptian Renaissance Library.
  • Saadat, M. (2014). Learning Disabilities Program at the primary level. Ain-Shams University. Cairo: Al-Luka Network.
  • Sparks, S. (2011). Researchers Probe Causes of Math Anxiety. Education Week, 30 (31), 1-16.
  • Sternberg, R., Lipka, J., Newman, T., wildfeuer, S., & Grigorenko, E. (2003). Triarchically-Based Instruction and Assessment of Sixth-Grade Mathematics in a Yup’ik Cultural Setting in Alaska. Gifted and Talented International, 21(2), 9-19. https://doi.org/10.1080/15332276.2006.11673471
  • Uçar, M.F., Uçar, M.B., & Calişkan, M. (2017). Investigation of Gifted Students' Problem-Solving Skills. Journal for the Education of Gifted Young Scientists, 5 (3), 1– 14.
  • Wang, Z., Hart, S. A., Kovas, Y., Lukowski, S., Soden, B., Thompson, L., Plomin, R., McLoughlin, G., Bartlett, C.W., Lyons, I.M., A., & Petrill, S. A. (2014). Who is afraid of math? Two sources of genetic variance for mathematical anxiety. Journal of Child Psychology and Psychiatry, 55, 1056–1064. https://doi.org/10.1111/jcpp.12224
  • Willis, J. (2010). Learning to love Math: Teaching strategies that change students attitudes and get results. ASCD.
  • Yaqoub, A. (1996). Students' math anxiety and its relationship to some personal, psychological, and cognitive variables. Journal of the Educational Research Center, 5 (9), 97-206.
There are 47 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Gifted Education
Authors

Mansour Alabdulaziz 0000-0002-3890-0341

Publication Date September 15, 2020
Published in Issue Year 2020 Volume: 8 Issue: 3

Cite

APA Alabdulaziz, M. (2020). Creativity enhanced program for twice exceptionally gifted: effects of mathematics anxiety level. Journal for the Education of Gifted Young Scientists, 8(3), 1185-1199. https://doi.org/10.17478/jegys.738223
AMA Alabdulaziz M. Creativity enhanced program for twice exceptionally gifted: effects of mathematics anxiety level. JEGYS. September 2020;8(3):1185-1199. doi:10.17478/jegys.738223
Chicago Alabdulaziz, Mansour. “Creativity Enhanced Program for Twice Exceptionally Gifted: Effects of Mathematics Anxiety Level”. Journal for the Education of Gifted Young Scientists 8, no. 3 (September 2020): 1185-99. https://doi.org/10.17478/jegys.738223.
EndNote Alabdulaziz M (September 1, 2020) Creativity enhanced program for twice exceptionally gifted: effects of mathematics anxiety level. Journal for the Education of Gifted Young Scientists 8 3 1185–1199.
IEEE M. Alabdulaziz, “Creativity enhanced program for twice exceptionally gifted: effects of mathematics anxiety level”, JEGYS, vol. 8, no. 3, pp. 1185–1199, 2020, doi: 10.17478/jegys.738223.
ISNAD Alabdulaziz, Mansour. “Creativity Enhanced Program for Twice Exceptionally Gifted: Effects of Mathematics Anxiety Level”. Journal for the Education of Gifted Young Scientists 8/3 (September 2020), 1185-1199. https://doi.org/10.17478/jegys.738223.
JAMA Alabdulaziz M. Creativity enhanced program for twice exceptionally gifted: effects of mathematics anxiety level. JEGYS. 2020;8:1185–1199.
MLA Alabdulaziz, Mansour. “Creativity Enhanced Program for Twice Exceptionally Gifted: Effects of Mathematics Anxiety Level”. Journal for the Education of Gifted Young Scientists, vol. 8, no. 3, 2020, pp. 1185-99, doi:10.17478/jegys.738223.
Vancouver Alabdulaziz M. Creativity enhanced program for twice exceptionally gifted: effects of mathematics anxiety level. JEGYS. 2020;8(3):1185-99.