Аннотация
The purpose of this study is to examine the methodology and thematic analysis of using Electronic Educational Resources (EERs) to teach mathematics at the university level. Using TPACK (Technological Pedagogical Content Knowledge) framework and Cognitive Load Theory as guiding principles, this research aims to investigate the impact of pedagogical strategies, as well as cognitive load, on the way EERs are utilized by teachers. There is increasing evidence that there are a variety of factors that can influence the effectiveness of EERs, and this is in relation to their effectiveness. A significant contribution to the effectiveness of EERs was found to be made by pedagogical strategies and cognitive load factors that played an important role in this study. In addition, existing pedagogical methodologies show varying degrees of alignment with TPACK and the Cognitive Load Theory in terms of their alignment with TPACK. There is a need for educators and instructional designers to apply a multifaceted approach to technology integration, while also taking into account the context of the lesson. These findings offer valuable insights for educators and instructional designers. As a result of this study, both theoretical and practical aspects of the use of technology in the teaching of mathematics at university level can be addressed