The purpose of this study was to investigate the effect of the activities designed on the subject of four arithmetical operations with integer numbers based on the multiple intelligence theory on 7th grade students’ conceptual learning and its permanency. This study was carried out in a primary school for about 2 weeks during fall semester in 2006-2007. Quasi-experimental design was used in the study and the subject comprised of totally 50 students, 25 of whom were randomly assigned as the control group and the others were assigned as the experimental group. Conceptual Learning Test about four operations in the integer numbers which consisting of 10 open-ended questions was applied as a pre-test for both groups. Students in experimental groups were exposed to the instruction comprising of some activities which were designed based on the multiple intelligence theory whereas students in control groups were exposed to the traditional mathematics lessons. The Conceptual Learning Test about basic four operations in the integer numbers was administered to the students both as post-test after a week later from the intervention and as delayed test three months later after the intervention. The data were analyzed using repeated measure statistical techniques. Results showed that there was a notable difference in favor of the experimental group in regard with both the conceptual learning and its permanency.