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Research shows that multiple external representations can significantly enhance students’ learning. Most of this research has focused on learning with text and 1 additional graphical representation. However, real instructional materials often employ multiple graphical representations (MGRs) in addition to text. An important open question is whether the use of MGRs leads to better learning than a single graphical representation (SGR) when the MGRs are presented separately, 1-by-1 across consecutive problems, accompanied by text and numbers. A further question is whether providing support for students to relate the different representations to the key concepts that they depict can enhance their benefit from MGRs. We investigated these questions in 2 classroom experiments that involved problem solving practice with an intelligent tutoring system for fractions. Based on 112 sixth-grade students, Experiment 1 …