According to the Cognitive Theory of Multimedia Learning (Mayer, 2009) learning with multimedia requires the integration of verbal and visual information (e.g., printed text and static images, narrated animation). Studies exploring the effects of dynamic versus static presentations yield mixed results. Few studies explore comparing dynamic versus static presentations to teach mathematics. Most experimental studies occur in a controlled lab setting. The present study aimed to assess the impact of multimedia learning formats beyond the experimental lab to an authentic setting (i.e., classrooms) to teach mathematics. In Spring 2017, we compared weekly outcomes for students who accessed online interactive video modules (DYNAMIC) demonstrating calculus level 1 topics to students who accessed the same content presented in printed text and static image format (STATIC). Students in two sections of undergraduate course Calculus 1 (011) and (001) alternated each week the online pre-work material presented in either interactive video module or text-image document. They were assessed with problem-solving and conceptual questions at the beginning and end of each week. The results demonstrated no statistically significant differences on presentation formats for the assessments provided at the beginning and end of each week. Participants also answered the same survey question at the end of each online topical lesson related to the perceived effectiveness of the instructional material to help students master the topic. Survey results indicate students perceived the weekly instructional content, presented in a static or dynamic format, to be equally helpful to prepare them to master the material.