Interaction between pupils' cognitive styles and instructional method in effecting achievement was studied. The instructional variables were sequencing and use of manipulative materials. Ninety sixth-grade students were ranked on Sigel's Cognitive Style Test. The upper and lower 36 were defined as high and low analytic pupils, respectively. Nine high and nine low analytic pupils were randomly assigned to one of the following treatments: inductive manipulative, inductive nonmanipulative, deductive manipulative and deductive nonmanipulative. On four consecutive days, addition and subtraction of positive and negative integers were taught in 25-minute sessions. Immediate posttests of retention and transfer were administered on the fifth day. Four weeks later, delayed posttests of retention and transfer were administered. Analysis of variance provided the following results: (1) pupils taught using manipulative materials scored significantly higher (p less than .05) on the immediate retention measure than did pupils taught without manipulative materials; (2) inductive sequencing with the use of manipulative materials resulted in significantly higher (p less than .05) scores on immediate retention than did deductive sequencing with such materials; and (3) pupils identified as having low analytic cognitive styles scored significantly higher (p less than .05) on transfer measures when taught inductively rather than deductively. (Author/JP)