With the new curriculum reform, the reform of mathematics education in senior high school is like a raging fire to. Along with the reform of mathematics curriculum in senior high school, senior high school students with mathematical learning difficulties problems also become increasingly prominent, the cause of high school mathematical poor students with mathematical learning difficulties are in many aspects, this paper on the basis of previous research results, in view of the current situation, characteristics of Mathematics Underachievers further carding, non-intellectual factors about them the difficulty in learning mathematics; facing the entire class or a class of large area of mathematics underachievers situation, how to make them a little bit of interest in mathematics learning, change a point of their attitude to mathematics learning? Schools, teachers, parents should do to reduce this part of mathematics underachievers appear? It is the focus of the article. This research is based on attribution theory, multiple intelligence theory, meta-cognitive theory, constructivist learning theory, and combining the theory and practice of education, research actuality of students in recent years, through the understanding of high school mathematics, combined with the current mathematics education practice, adopts the method of questionnaire, interview, classroom observation, case study further understanding of the current status of learning mathematics learning difficulty students. In this paper, through practical investigation on three different types of Kaifeng city schools, selected 194 students who have difficulty in learning mathematics, and then by the method of questionnaire survey, understand the non-intellectual factors influence their mathematics learning difficulties, mainly in the following aspects: mathematics study interest is very low, achievement motivation is not high, the habit of learning mathematics is not well, math learning attribution is improper, teacher factors; secondly, according to the characteristics of the mathematics learning difficulty students non-intelligence factors, using the case study approach to mathematics learning difficulty students were observed, the deep-seated reasons about their mathematics learning difficulties, and timely take corresponding measures to correct, good results have been achieved, to achieve the expected goal, specific measures to stimulate learning motivation, cultivating interest in learning mathematics; do the family visit work, seek actively cooperate with parents; teaching actively adapt to the needs of mathematics learning difficulties students development measures. The final conclusion is: (1) both in the key school, or the ordinary schools, there are a lot of students with mathematics learning difficulties, the common features of this part of the students is their life, learning environment needs improving, specifically manifested in: their class class volume is large, often more than five or six people, with everyone learning is not good, easy to produce collective "tanking" tendency; the lack of parental guidance and timely attention to their family education, sometimes even to the student learning is a kind of interference. (2) teachers and parents to communicate actively, timely understanding of ideology, dynamic learning of students with learning difficulties, to take targeted measures. (3) according to the principle of Rosenthal effect, teachers and parents to give the students for their expectations, and they progress timely confirm. At the same time, the article studies the mathematical learning difficulty, to schools, teachers, teaching materials corresponding suggestions are put forward. Keywords: Research on high school mathematical poor students, mathematics learning, case study, non-intelligence factors