The ability to apply the logical implications is essential for future mathematicians to develop demonstrations. Although its importance, students have a hard time putting this into practice. This article is about a research that shows college students performing some tasks, so they could come up with a definition of the mathematical preposition concept (especially the logical implication), the identification of these kinds of statement and its components, as well as its function associated with the demonstration process. The development of this concept was the result of small-group discussions, and then a final discussion with the whole group led by the teacher. Both were fully recorded and fully analysed with the RBC+C model (Schwarz, Dreyfus & Hershkowitz, 2009) in order to document this construction process.
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