Many researches show that students have difficulties in understanding graphics in kinematics. Some authors argue that we can use different instructional strategies to reduce these difficulties. Based on these studies, we developed and applied a didactic sequence using educational robotics to teach graphic analysis in movements in a dimension with constant speed. In this work, we will analyse the results of a sequence through the scores obtained by students in the tests applied before and after the activities. We used the Wilcoxon test to assess the existence of statistical differences between the scores of students in the pre- and post-tests, and we also analyse students' answers to each question. We identified the existence of a statistical difference between the scores obtained by the students in the tests and the possibility of evolution in the understanding of the use of graphs for the analysis of the movements.