The non-cognitive goals in the five mathematics curriculum standards issued by the Ministry of Education in China in the twenty-first century were researched using content analysis. The analysis framework used included seven non-cognitive elements: mathematical attitudes, mathematical habits, mathematical interests and motivations, mathematical beliefs and spirits, moral and social values, personal development values, and mathematical self-concepts. The results indicated that non-cognitive goals impose multiple requirements on mathematics teaching and learning. Additionally, the results showed that changes in mathematical non-cognitive goals in the intended curriculum were influenced by cultural, political, and economic developments. These goals were also closely related to educational objectives. To meet the needs of social development and talent cultivation, the composition of non-cognitive goals has been dynamically developed. The characteristics reflected by non-cognitive goals can be explained through cultural perspectives.