[1] I.H. Anellis, T. Drucker, The first Russell paradox, Perspectives on the History of Mathematical Logic. Cambridge, Mass. Birk¨auser Boston, 1991.
[2] D. Arum, T. Kusmayadi, and I. Pramudya, Students’ logical-mathematical intelligence profile. IOP Conf. Ser. J. Phys. 1008 (2018).
[3] N. Bahtiti, W. Alahmad and T. Sasa, View of manage awareness attitude anxiety experience and E-learning during COVID-19 pandemic evidence from ASU University, Indian J. Forensic Medic. Toxic. 15(3) (2021).
[4] S. Bakhyt, B. Kalimbetov and Z. Khabibullayev, Possibilities of mathematical problems in logical thinking, Development of Secondary Education Pupils. Opci´on 34(35) (2018).
[5] S. Banach and A. Tarski, Sur la d´ecomposition des ensembles de points en parties respectivement congruentes, Fund. Math. 6 (1924).
[6] C. Burali-Forti, Una questione sui numeri transfiniti” (PDF), Rendiconti Circolo Mate. Palermo 11 (1897) 154– 164.
[7] A. Church, The Richard Paradox, Amer. Math. Month. 41(6) (2018).
[8] K. Clark, Negation as Failure, In H.Gallaire J. Minker (eds.), Logic and Data Bases, Plenum Press, 293-322 (1978).
[9] I.M. Copi, An Introduction to Logic, Informal Logic, New York: MacMillan, 1954.
[10] C. Cresswell and P. Craig, Does mathematics training lead to better logical thinking and reasoning? A cross-sectional assessment from students to professors, Plos One 15(7).
[11] N. Emmiyatti, M. Rasyid, M. Rahman, A. Arsyad, and G. Dirawan, Multiple intelligences profiles of junior secondary school students in Indonesia, Int. Educ. Stud. 7 (2014).
[12] G. Frege, Boole’s Logical Calculus and the Concept-Script, English translation in Gottlob Frege: Posthumous Writings, Blackwell, 1881.
[13] P.J. Garnett and K. Tobin, Reasoning patterns of preservice elementary and middle school science teachers, Sci. Educ. 68(5) (1984) 621–631.
[14] D. Gillies, Logicism and the Development of Computer Science, Antonis C. Kakas and Fariba Sadri (eds,) Computational Logic: Logic Programming and Beyond, Part II, Springer, 2002.
[15] D.A. Gillies, Artificial Intelligence and Scientific Method, Oxford University Press, 1996.
[16] I.J. Good. A Note on Richard’s Paradox, Mind. 75(299) (1966) 431.
[17] K. Houston, How to Think Like a Mathematician, A Companion to Undergraduate Mathematics”, Cambridge University Press, Cambridge, (2009).
[18] R. Johnson, Making sense of informal logic, Informal Logic 26(3) (2016).
[19] M. Liebeck, A Concise Introduction to Pure Mathematics. CRC Press, Taylor & Francis Group, Boca Raton, 2011.
[20] M. Pinheiro, Russell’s Paradox, our solution, and the other solutions. Int. J. Theor. Appl. Math. 2(2), 2016, https://doi.org/10.11648/j.ijtam.2016020 2.22
[21] M. Ristiana, Logical thinking skills of prospective elementary school Teachers, Int. Seminar Appl. Math. Math. Educ. 1315(1) (2019).
[22] T. Sasa, T. Alayid, N. Alawneh and O. Miri, The Effect of Using Cooperative Learning on Elementary Students´ achievement in the unit of Fractions in Mathematics, Int. Medical J. 25(12) (2020).
[23] A. Stolyar, On Some Applications of Logic in Pedagogy to Mathematics, Logic Prob. Training M Pedagogy, 1977.
[24] F. Taweel, E. Abuhijleh and S. Ali, A graceful labelling of square of path graph with quadratic complexity algorithm, WSEAS Trans. Math. 20(39) (2021).
[25] N.C. Valanides, Formal reasoning and science teaching, School Sci. Math. 96(2) (1996) 99–111.
[26] R. Valeeva and K. Shakirova, Development of the Future Mathematics Teachers’ Constructive Skills, Int. Elect. J. Math. Educ. 10(3) (2005).
[27] L. Waterhouse, Inadequate evidence for multiple intelligences, Mozart effect, and emotional intelligence theories, Educ. Psychol. 41(4) (2006).
International Journal of Nonlinear Analysis and Applications
)