Abstract
The purpose of this paper is to highlight the potential contribution of taking in account logical issues, in particular about quantification, for didactic analysis in mathematics. We first focus on conceptualization process, then we turn to statements and their meaning, and finally we study validation situations. To achieve our goal, we refer to various researches from French speaking didactique des mathématiques community, including ours. We have tried to show the global consistency of these approaches and their complementarity. The analyses are illustrated in the French secondary education context, including the primary-secondary and secondary tertiary-transitions.