This report proposes a framework for describing student analogical reasoning activities in abstract algebra that moves beyond the traditional literature-based treatment of analogical mapping. The Analogical Reasoning in Mathematics (ARM) framework captures the activities that students engage in when anticipating, creating, and reasoning from mathematical analogies. This considers activities along several dimensions including: inter/intra domain activity, foregrounded/backgrounded domain, and attention to similarity/difference. These dimensions are integrated with Gentner's (1983) analogical mapping framework to characterize student activity when they are presented with tasks where reasoning by analogy can productively support their mathematical investigations. By characterizing these activities, we can better develop tasks to support students in productively analogizing between mathematical domains. [For the complete proceedings, see ED629884.]