The notion of "understanding", and its place in the learning process, is often placed in sharper focus when considered in the context of learning and teaching algebra. There are tensions between "doing" algebra, following algorithms, using "rules", or "tricks", and understanding "what you are doing". How does this impact the "way" that algebra is "taught"? Without doubt, there is a debate to be had. The ideas, questions and challenges highlighted here pose an imperative to such a debate.