This study examined the Impact of ASEI Strategy on mathematics Performance of primary six pupils in Zaria Local Government Area of Kaduna State, Nigeria. The study was guided by three objectives, three research questions and three null hypotheses. A pre-test Post-test quasi experimental research design involving two groups (one experimental and the other control) was used. The population of the study comprised of primary six pupils of 113 public primaryschools with 11,627 pupils (6,028 Males and 5599 Females) in Zaria Local Education Authority of Kaduna State. Four (4) coeducation schools were randomly selected from two educational districts by simple random sampling method, where two hundred (200) pupils wererandomly selected. Mathematics Performance Test 1 (MPT1) and Mathematics Performance Test 2 (MPT2) were the instruments used in collecting data as pre-test and post-test respectively. A spearman Brown property of coefficient r = 0.71 was obtained. The data were analyzed using Statistical Package for Social Sciences (S.P.S.S). Descriptive statistics (means and standard deviations) was used to reduce the data while t-test statistics was used to test hypotheses at 5% level of significance. The results obtained revealed that the strategy had significant impact on performance of pupils in the experimental group when compared with that of the control group. However, it was discovered from the study that the strategy had no significant impact on the performance of pupils when comparison was made between male and female pupils. Finally, the study reported insignificant difference in the performance of pupils from rural and urban areas when taught with ASEI strategy. The study concluded that ASEI strategy was effective in teaching mathematical concepts at primary six level in the local government and that ASEI was gender and location friendly. Based on the findings recommendations were made such as mathematics teachers should endeavor to use ASEI strategy during classroom instructions to teach mathematical concepts. Also, pupils should be encouraged by their teachers to carry out hands-on and minds-on activities in every mathematics lessons so as to make learning easy, real and permanent. Finally teachers should update their skills on improvisation by attending workshops on ASEI strategy for teaching mathematical concepts