ABSTRACT
The ways in which the topics of the mathematics curriculum are organized throughout the different school levels suggest a sequencing of content, where some are clearly important or indispensable as background for learning others. In this context, symbolic algebra is considered a prerequisite for accessing mathematical content at post-secondary levels. In this regard, algebra structure sense (ASS) can be considered as a set of capabilities that allow for development of other skills linked to advanced mathematics or higher education content. In this chapter, the mathematical skills that are directly related to development of ASS are made explicit and arguments are presented that support the idea that this development contributes to the mathematical maturity of students. In turn, it is emphasized the importance that teachers and designers of curriculum and didactic materials (digital or otherwise) consider ASS as inherent to mathematical thinking and that it should therefore be incorporated into teaching and educational development activities.
