It is important to understand graphical representation of data in everyday life. Students first encounter graphs in mathematics, and later on in physics (more specifically, kinematics). The aim of this diploma thesis was to investigate whether the application of interactive teaching methods proves helpful in improving student understanding of kinematics graphs. To improve student understanding of graphs in kinematics, three interactive teaching materials were developed: a game named "Happy Little Graphs", a lesson plan where the simulation "The Moving Man" was used, and group-based tutorial. The game "Happy Little Graphs" was used so that students would master identification of motion type from a given graph; simulation "The Moving Man" was used to relate motion with a corresponding graphical representation, and the group-based tutorial was used to develop student understanding of the physical meaning of slope, the area under the curve, and graphing based on a given motion. The study of developed materials’ effectiveness was conducted in two classes (control and experimental) in technical school, general high school and science and mathematics high school – the students involved had the same subject teacher. Students in experimental classes used the developed materials while control group did not. The student progress was assessed by the pretest and output posttest. The results have shown a trend of larger progress of students in experimental classes. Students in classes in which interactive teaching materials were used have shown higher progress in qualitative understanding of graphs (more specifically, in recognizing the motion type) than their peers in control classes. Interactive teaching methods had the highest impact in technical high school. The obtained results and their implications on teaching practice are discussed.