This study aims to compare the 2005 and 2013 mathematics curriculum within the context of learning domains and objectives at the fifth grade level. Aiming this, the integrative literature review type has been used as the design of the study. According to this method, the present study conducted in five stages (i.e. identifying research problem, collecting data, evaluating data, analyzing and interpreting findings, and evaluating the state of knowledge of phenomenon). The data were analyzed through using a coding key so as to make it possible to compare the learning domains and objectives of both curriculums. Taking into consideration the findings of the study, it can be seen that the former mathematics curriculum has considerably been simplified and there is a decrease in the number of the learning domains and objectives. In addition to this simplification, some extra learning domains and objectives have been added to the curriculum. Furthermore, the number of lesson hours for the mathematics has been increased in the present curriculum. When the changes in the mathematics curriculum such as simplification and increase in the number of lesson hours have been taken into account, it can be inferred that deep learning of the mathematical content together with the conceptual learning has been aimed in the updated curriculum.