Due to the COVID-19 pandemic, there has been a significant change in college mathematics education toward online learning, which has advantages and disadvantages for students, instructors, and institutions. To ensure the effectiveness of online learning, it is crucial to understand the factors that influence its success. This study looks at the many variables that affect how the pandemic affects online college mathematics instruction. The article begins with a detailed literature review considering student characteristics, telecommunications infrastructure, instructional design, teacher-student interaction, and evaluation methods. Theoretical pillars of the research include social constructivism, the Technology Acceptance Model (TAM), self-regulated learning theory, and the Community of Inquiry Framework. The study highlights the importance of online mathematics instruction for meeting various learning needs and promoting educational equity, particularly in the COVID-19 era. Critical studies have emphasized the cognitive advantages of teaching mathematics via online learning objects, such as fostering mathematical thinking, problem-solving skills, metacognition, and learning transfer. It also looks at motivating factors, including interaction, relevance, authenticity, goal-setting, measuring progress, and opportunities for collaborative learning. A mathematical growth mindset is teaching mathematics using online learning objects, with strategies emphasizing effort, persistence, constructive criticism, a positive learning culture, and building a sense of community. We look at the neuroscientific aspects of using online learning objects to teach math. Multimodal learning strategies, the cognitive load theory, active learning strategies, effective feedback and reinforcement strategies, customization, and adaptivity are some of these features. In conclusion, online learning tools in math lessons may improve students' understanding and mathematical abilities. By using the advantages of online learning objects and comprehending the cognitive and motivational aspects, teachers may create a helpful learning environment that encourages a development mindset and unleashes students' potential in mathematics. [For the full proceedings, see ED652261.]