Truth versus validity in mathematical proof

In mathematics education, it is often said that mathematical statements are necessarily either true or false. It is also well known that this idea presents a great deal of difficulty for many students. Many authors as well as researchers in psychology and mathematics education emphasize the difference between common sense and mathematical logic. In this paper, we provide both epistemological and didactic arguments to reconsider this point of view, taking into account the distinction made in logic between truth and validity on one hand, and syntax and semantics on the other. In the first part, we provide epistemological arguments showing that a central concern for logicians working with a semantic approach has been finding an appropriate distance between common sense and their formal systems. In the second part, we turn from these epistemological considerations to a didactic analysis. Supported by empirical results, we argue for the relevance of the distinction and the relationship between truth and validity in mathematical proof for mathematics education.