The purpose of this study is to investigate the importance of emphasizing multiple representations instruction and its effect on students’ images of the definite integral. The data were collected from three sections of an undergraduate calculus I course. The students in the treatment group, received an in-depth instruction of multiple representations of the definite integral. The two other sections served as control groups and did not receive such instruction. The data were collected from a pretest and a posttest. Participants for this study were 96 first-year calculus students, who had just finished studying the concept of differentiation and had started the integral concept. Results of this study revealed that students who received an in-depth multiple representations instruction showed higher levels of comprehension of the definite integral concept.

calculus, definite integral, multiple representations.