In this article, I introduce a typology of forms of algebraic thinking. In the first part, I argue that the form and generality of algebraic thinking are characterised by the mathematical problem at hand and the embodied and other semiotic resources that are mobilised to tackle the problem in analytic ways. My claim is based not only on semiotic considerations but also on new theories of cognition that stress the fundamental role of the context, the body and the senses in the way in which we come to know. In the second part, I present some concrete examples from a longitudinal classroom research study through which the typology of forms of algebraic thinking is illustrated.
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