This paper proposes a theoretical framework for interpreting the content found in mathematics curriculum in order to offer teachers and other mathematics educators comprehensive conceptual tools with which to make curricular decisions. More specifically, it describes a metaphor of "mathematics curriculum as story" and defines and illustrates the mathematical story elements of mathematical characters, action, setting, and plot. Drawn from literary theory, this framework supports the interpretation of mathematics curriculum as art, able to stimulate the imagination and curiosity of students and teachers alike. In doing so, it is argued, this framework offers teachers and other curriculum designers a conceptual tool that can be used to improve the mathematics curriculum offered to students in terms of both logic and aesthetic.