Argumentation and especially proofs play a crucial role in mathematics as a science. To convey an authentic view of mathematics in school, arguments and proofs should play an important role in mathematics classrooms, too. Analysis of textbooks, curricula and examination tasks provide relevant insight into the role that proofs play in mathematics education. This paper compares the weight and the content of arguing and proving tasks in final secondary school examinations in two educational administrations which share similar recent political, social, and educational history.