Enhancing the quality of mathematics education is pivotal, with teaching and research activities playing a critical role. This paper explores integrating the ARCS model—a framework designed to boost and maintain learning motivation—within an informational mathematics teaching and research approach to elevate teaching effectiveness and student motivation. Over four months, an experimental study involving second and third senior classes from College X compared the impacts of an ARCS-based informational model against traditional teaching methods. Utilizing classroom observations, surveys, and achievement analyses, the study revealed that the experimental group outperformed the control group in employing motivational strategies, teaching efficacy, and fostering student motivation. Specifically, the experimental group more effectively utilized the ARCS model’s four dimensions: Attention, Relevance, Confidence, and Satisfaction. Moreover, the experimental group’s motivation scores surged by an average of 2.48 points post-test, significantly outpacing the control group’s marginal increase of 0.19 points (p<0.05). Additionally, mathematics scores in the experimental group saw a 12% average increase compared to the control group. These findings demonstrate that the ARCS-based informational teaching model significantly boosts student motivation and learning outcomes, offering a novel approach for high school mathematics education.