This paper proposes a framework for reading mathematics texts as narratives. Building from a narrative framework of Meike Bal, a reader's experience with the mathematical content as it unfolds in the text (the "mathematical story") is distinguished from his or her logical reconstruction of the content beyond the text (the "mathematical fabula"). The qualities of mathematics texts that enable a narrative interpretation are examined and key distinctions between literature and mathematics texts are discussed. This framework offers potential benefits for curriculum design, such as helping teachers recognize the possible benefits or consequences of reordering mathematical tasks for students.