This study examines ways of approaching deductive reasoning of people involved in mathematics education and/or logic. The data source includes 21 individual semi-structured interviews. The data analysis reveals two different approaches. One approach refers to deductive reasoning as a systematic step-by-step manner for solving problems, both in mathematics and in other domains. The other approach emphasizes formal logic as the essence of the deductive inference, distinguishing between mathematics and other domains in the usability of deductive reasoning. The findings are interpreted in light of theory and practice.

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