The problems facing the reform of higher vocational mathematics teaching are as follows: First, there is a contradiction between less mathematics in class hours and large teaching tasks. At present, there are cases of cutting the number of hours of higher mathematics courses in colleges and universities, but the content of higher mathematics courses is too large, resulting in the effect that teachers can not complete the teaching content under the condition of the existing number of hours, and often can not teach the content of the second volume of higher mathematics until the end of the semester. Second, most students are not clear about the purpose of learning higher mathematics. Most students' purpose of learning higher mathematics is only to complete the study of one examination subject, and some students' purpose of learning higher mathematics is to meet the needs of the entrance examination. Thirdly, students' mathematical foundation is uneven. In the teaching process, teachers can feel that some students are very interested in learning higher mathematics and have a good ability to receive new knowledge. However, some students will find it relatively difficult to learn higher mathematics, resulting in low interest in learning higher mathematics courses.