Maths belongs to more difficult subject because it requires constant and continuous hard work and lot of invested time. Students should be encouraged to learn to achieve better academic results and one way is to stimulate student’s interest in mathematics. Interest has a positive impact on attention and learning and it’s sparked by different factors such as prior knowledge, unexpected and interesting content or text. The goal of this thesis was to establish connection of situational and individual interest with learning maths concepts, especially with learning the concept of hyperbole. For that purpose, a research was conducted in the third grades of general gymnasium. Students were asked to complete questionnaires which tested student´s interest in mathematics in general, analytic geometry and the theme of hyperbole. Also part of the students solved math test with tasks related to hyperbole. According to the research, we can conclude that tested students have relatively low interest, both for mathematics in general, and for analytic geometry and hyperbolic specific and that the students at the time of the study had coordinated situational interest in the educational content that they have just dealt with their individual interest in mathematics. Results also show that different aspects of interest substantially connected to the previous grade in mathematics, and with the expected grade of the test from analytical geometry and of mathematics in general. Also, the results show that not all tasks are equally related to the interest in mathematics, and it appears that interest has an important role in tasks that require greater cognitive involvement of students.