Integral calculus has been identified as a problem to students. But are little published work in this area, especially in the high school and involving the use of technology. We developed a case study, to answer the research questions: i) What are the characteristics of the didactic configurations and the modes of exploitation used by a teacher in the approach of antiderivative, combining direct teaching and the use of digital games? ii) What impact does the use of these artifacts and their instrumental orchestrations have on students’ antiderivative learning? We develop an instrumental orchestration for the integral calculus chapter for the 12th year of mathematics at a Portuguese public school. This orchestration includes original artifacts (games) specially developed for this purpose.