Resumen

This study aimed to examine the role of multiple representations in learning algebraic concepts for high school students. Using the semi-experimental research method for teaching of numerical, symbolic, and graphical representations, and traditional teaching, 83 female students were selected from the tenth grade of a high school in Tehran. We concluded that there is a significant difference between the mean scores of mathematics in the control and experimental groups. Using the method based on different representations helped the students to become creative and provide similar Algebra examples; thereby analysis power will be increased.