Abstract
In mathematics education algebra constitutes one of the fundamental topics, and there are a number of approaches to its teaching. The aim of the chapter is, by describing the early stages of the development of algebra, to offer material to allow proponents of each approach to the didactics of algebra to realize which of the aspects of algebra they do emphasize and which they leave unnoticed.
The main finding of the chapter, urging to reflect upon is the centuries-long stage when the algebra was developed verbally with no or only very rudimentary use of symbolism. The symbolism was born slowly, and during a long time there existed quite different symbolic systems side by side.
Therefore, the question is whether the school by its early emphasis on the unification of symbolism and especially excessive speeding up this process does not prevent pupils from developing their own symbolic thinking.