ABSTRACT
This chapter begins by addressing some epistemological issues which, since the beginning of Congress of European Research in Mathematics Education (CERME), have been at the core of the participants' discussions and that have led to the elaboration of specific epistemological stances concerning the possible tension between argumentation and proof. It devotes to one specific direction of research that emerged in the group, namely the role of logic in argumentation and proof. The chapter examines the relevance of, and interest in, including some instruction in logic in order to foster competence with proof in the mathematics classroom. The role of logic in argumentation and proof is a rather controversial issue in the international mathematics education research community. N. Douek presented a theoretical approach to deal with theorems for which according to the notion of Cognitive Unity a serious gap appeared between argumentation and proof.
