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