The purposes of this study were to analyze the 7th amended math curriculum for elementary schools to draw implications for improvement of it. The curriculum documents published by the Ministry of Education in 1997 were studied. Forms and contents of the documents were analyzed. The forms were studied in terms of feasibility. The content was explored focusing on the nature of math, goals and objectives, content, learning activities, and evaluation. The results were as follows. (1) The national math curriculum consists of two volumes. One is a summarized version and another is an interpreted version. It was found that separation of two volumes did not have any meaning in terms of feasibility and usability. (2) Because perspectives on the curriculum describing why it had been developed and the nature of the mathe curriculum was not clearly presented, goals and objectives, content, learning activities, and evaluation could be interpreted differently depending on the reader\'s perspectives or philosophy. The recommendations for improvement of the curriculum were suggested as follows. (1) Considering teachers as the major audience of the curriculum, perspectives on the curriculum and the nature of math curriculum should be more explicitly stated so that teachers can understand the curriculum in a consistent manner and as a result use it easily. (2) Internal consistency among curricular elements such as goals and objectives, content, learning activities, and evaluation should be more firmly secured in accordance with the nature of math should be more assured.