The use of online learning objects in teaching algebra is examined in this research, emphasizing its benefits, such as accessibility, flexibility, interactive involvement, differentiated instruction, quick feedback, and links to real-world situations. Strategies include conceptual comprehension, interactive practice, individualized learning, real-world applications, and collaborative learning. It is investigated how to enhance cognitive processes, including mathematical reasoning, problem-solving abilities, metacognition, and learning transfer. Motivational variables such as personalization, collaboration, relevance, authenticity, goal-setting, and progress tracking are examined. The link between using online learning objects to teach algebra and fostering a growth mindset in math is reviewed, with techniques stressing effort, perseverance, constructive criticism, and a supportive learning environment. There is also research into neuroscientific topics, including multimodal learning, cognitive load theory, active learning techniques, efficient feedback, and customization. In conclusion, including online learning objects in algebra instruction may increase students' mathematical skills, boost learning opportunities, and build a positive learning environment that encourages growth mindsets and unlocks students' potential in algebra. [For the full proceedings, see ED652261.]