This research addresses the characterization of algebraic thinking that is proposed from the theory of objectification, specifically in one of its components: analyticity. This links the sense of the indeterminate and its semiotic expression. Likewise, the productions of a group of seventh grade students are interpreted when addressing tasks of transformation from natural language to algebraic language in a variational context, making an approximation of the characterization of the analytic component. The semiotic means of objectification present in his written, verbal and gestural productions are described; Generalization types are established and which of them correspond to algebraic productions are defined, describing the nature of the analytic component. This research is qualitative and interpretive-descriptive and uses multimodal analysis as a methodological framework. The results show that the productions made by the students correspond to two types of generalization: some of an arithmetic nature and others, of an algebraic nature. The description of the nature of analyticity is deepened from the semiotic means that emerge when solving tasks, emphasizing the way they are present in the generalization process.