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An important objective in various curricular guidelines (e. g., NCTM, 2000) is the enhancement of algebraic reasoning since the first educational levels. This objective implies that we assume a new view of school algebra as being not limited to handling algebraic expressions (Aké, Godino, Gonzato & Wilhelmi, 2013; Godino, Ake, Gonzato & Wilhelmi, 2014). The effective implementation of this new conception of school algebra poses a challenge for the training of mathematics teachers, because few current training programs include the development of such new vision.

Analysis of Algebraic Reasoning and Its Different Levels in Primary and Secondary Education