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In this chapter, we examine the relevance of and interest in including some instruction in logic in order to foster competence with proof in the mathematics classroom. In several countries, educators have questioned of whether to include explicit instruction in the principles of logical reasoning as part of mathematics courses since about the 1980s. Some of that discussion was motivated by psychological studies that seemed to show that "formal logic … is not a model for how people make inferences" (Johnson-Laird 1975 ) . At the same time, university and college faculty commonly complain that many tertiary students lack the logical competence to learn advanced mathematics, especially proof and other mathematical activities that require deductive reasoning. This complaint contradicts the view that simply doing mathematics at the secondary level in itself suffi ces to develop logical abilities.

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