In this article, the intention is to make a contribution to the existing research on algebra learning by presenting the van Hiele levels of reasoning and adapt them to algebra through use of the variation theory. The collected data consists of: students’ tests, examinations of students’ mathematical work, the teachers’ lesson plans and reports of the lessons’ instructions. The results indicate that there are different levels of thinking which have their own network of relations. The transition from one level to the next can be realised by analysing the real critical aspects in students’ learning and opening up for dimensions of variation in those aspects. The findings suggest valuable implementation to develop effective ways of experiencing the object of learning and expand students’ algebraic abilities.