Girls outperformed boys in numeracy. A greater proportion of girls achieved the minimum expected proficiency level compared with boys, and girls had higher average scores in all numeracy areas compared with boys. This was found at both year levels.
There is a clear gender difference, with girls outperforming boys in both year levels over the last three cycles. These differences are more pronounced at the year four level.

The performance of year four students in government and non-government schools was similar in most numeracy strands. Exceptions were in the ‘Measurement’ and ‘Data’ strands, where year four students in government schools scored higher than those in non-government schools.
The performance of year six students in government and non-government schools was similar in all numeracy areas.

Both year four and year six students in urban schools scored higher than those in non-urban schools. This was found for the overall numeracy score and most strands, the exception being the ‘Measurement & Geometry’ strand where their performance was similar.

The coding data for numeracy show that the year four and year six students were persistent in attempting the questions, with a low proportion of students leaving questions unanswered. The coding data show that for both years four and year six, students struggled with questions involving fractions and comparing numbers and information. The biggest struggle was with solving complex problems.