Abstract
One issue in the ongoing discussion about mathematics education in primary schools is how to improve weaker pupils' mathematical understanding. Two different training programmes for the solution of word problems were developed, each was tested in three classes of second graders, in addition, there were three control classes. One of the programmes focussed on pupils' real-life action-related behaviour, while the other programme was based on abstract and symbolic activities. Results indicate that pupils on lower levels of academic achievement profit most from the programme with abstract and symbolic activities, whereas the progress of the pupils in the action-related programme actually was less effective than the progress of the teaching methods used by teachers in the control classes.
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