This systematic review explores the linguistic and multimodal dimensions of mathematics textbooks, aiming to synthesize existing research and address gaps in understanding. Despite their importance, research on the linguistic and multimodal features inherent in textbooks remains scarce. The review identifies 33 relevant articles, categorized into four themes: linguistic design, nonverbal elements, multimodal design, and use of representations. The findings reveal limited research on the linguistic design of mathematics textbooks, despite their potential impact on mathematics learning. Challenges include linguistic complexity and vocabulary variation, highlighting the need for explicit language instruction. The role of nonverbal elements in textbooks is analyzed, with studies highlighting the significance of including diverse forms of representation. However, studies reveal a mismatch between the research focus and the actual textbook design. Teachers and students may misinterpret textbook representations, indicating a need for alignment and support. Implications for practice deriving from this review include enhancing linguistic accessibility within textbooks and prioritizing meaningful nonverbal elements. Robust evaluation criteria are essential for informed textbook selection, while teacher training should address the effective use of representations. Future research should focus on quality indicators, layout effects, sequencing of representations, and teacher perspectives. Ultimately, this review underscores the complex relationship between textbook design and educational effectiveness, emphasizing the importance of continued innovation and research in the design of curricular material.