The curriculum in Korea has been revised six times since the government was established in 1948. The revisions of the curriculum were required by the educational needs and situation. In the management of the curriculum the textbook is the most familiar and effective tool which realizes the objectives of the curriculum. The objectives and the contents of the textbooks which have been used since 1995 were reviewed through an analysis of the textbooks published under the 6th curriculum announced on June 30, 1992. This study might be helpful for further study of the curriculums and textbooks in middle school. Eight textbooks for the 1st year in middle school published according to the 6th revision of curriculum were analyzed as data resources. The study has emphasis on the following points: 1. Periodical changes of mathematics curriculum were reviewed. 2. Objective factors of mathematics curriculum were examined by analyzing the objectives of mathematics curriculum. 3. Contents of the 6th curriculum were examined. 4. Organizational systems of eight textbooks were analyzed. 5. Objectives of each chapter were examined according to six objective factors in the curriculum objectives. 6. Instruction contexts of each textbook were analyzed. The results of this are as follows: The objectives of the 6th curriculum revision reflect the essential parts of mathematics education and the objectives of each chapter in the textbooks are related to the main objectives. Therefore the chapter objectives according to the 6th curriculum revision effectively point out the objective factors according to the 6th curriculum revision effectively point out the objective factors and consider the general and specific . characteristics of mathematics education respectively. Analysis showed that the organizations of each textbook are similar and the number of content factors and objective factors are same. The factors of instruction contents are distributed generally with equal emphasis and the distribution of objective factors in each chapter is related to the characteristics of the chapter. Comprehension of mathematical thinking and mathematical structure are emphasized principally in mathematical objective and mathematical language. Since the aspect of application tends to be weak in general, further effort is recommended to correct this defect with respect to the objectives and the contents.