This article aims to analyze the current situation and causes of high school mathematics cognitive barriers in the United States, and to put forward practical measures to solve the problem, aiming to provide lessons and references for improving high school mathematics education in the United States. The article first analyzes the specific manifestations of high school mathematics barriers from three aspects: conceptual understanding barriers, data processing and analysis barriers, and insufficient abstract thinking and logical thinking skills, and then explores the solution measures. The analysis found that the problem of high school mathematics cognitive impairment is a long-term and arduous task, and comprehensive measures should be taken to cope with the problem of high school mathematics cognitive impairment from multiple perspectives.