ABSTRACT
Mathematics teachers must be able to adapt to the era of an industrial revolution. Future teachers are required to develop competency standards urgently needed in the 4.0 industrial era, namely collaboration, communication, critical thinking, and problem solving, as well as creativity and innovation. Multiliteration learning with multicontext, multicultural, and multimodal characteristics applied to mathematics is expected to develop the ability of teachers to promote learning that supports mastery of the aforementioned competencies. This article presents a theoretical review of multiliteration approaches in mathematics teaching. It argues that in Mathematics teaching, the multiliteracy approach was positioned as a process of thinking including experiencing (situated practices), conceptualizing (overt instruction), analyzing (critical framing), and applying (transformed practice). In accordance with multimodal characteristics, multiliteration aligns with the use of multimodal texts such as picture books, digital books, video, and using certain technologies.
