The purpose of this study was to investigate the potential benefits of a multi-representational curriculum on studentsâ€TM understanding of and connections among graphical, tabular, and symbolic representations of algebraic concepts. The participants of the study were 113 college students enrolled in developmental college algebra at a southern university. This study utilized a quasi-experimental design in which instructors taught the course from a scripted algebraic perspective while the researcher taught the course from a functional approach simultaneously introducing multiple representations. The effect of a three-core representation curriculum on student success was assessed with a pretests and posttests of nine problems, with three representations; algebraic, graphical, and numerical. Also used were pretests and posttests of ten calculator knowledge questions. The problems were chosen because of their prevalence in most developmental college algebra curricula. The three-core representation curriculum was more successful in increasing student achievement. Students from the three-core representation curriculum scored significantly higher and were significantly more adept in using representational methods other than algebraic to solve the problem. This research showed that a multi-representational curriculum could be effective in expanding studentsâ€TM web of connected knowledge of algebraic and functional concepts.