This study aims to know whether ASSURE theory combined with interactive response system can be used to improve mathematics teaching effectiveness.This research adopts quasi-experimental design. The sample are students of two elementary classes in the fifth grade of Taichung City.Deducting special students,there are 42 students in total. The experimental group used "ASSURE theory combined with interactive response system integrated into mathematics teaching. The control group used "traditional multimedia - e-books integrated into mathematics teaching. The researcher teached two units and exchanged groups to exclude student ability affecting the experimental result after one unit ended. In the study, data collection and analysis were carried out through pre-test, post-test and deferred test.
The results of the study showed that there was no significant difference in the initial ability between the two groups of students. Nevertheless, after different teaching methods, both the experimental group and the control group improved. The students in the experimental group were more significant, and the experimental group also had higher scores in the deferred test.The retention effect was also better. Therefore, it can be inferred that the teaching effect of "ASSURE theory combined with interactive response system into mathematics teaching" is better than "traditional multimedia - e-book integrated into mathematics teaching" There is little difference between the two teaching methods on measures of dispersion,but both of them have reduced dispersion. In addition, this experimental teaching was analysed by dividing students into three groups,and the study found that experimental teaching has improved in all groups. Among them,the students in the experimental group ranked in the middle of the class are the most significant. Finally, recommendations are made based on the research results for teachers and researchers taking as a reference.
