Ok - time for me to say stuff again that might make me lose (or gain) some followers. This may go on for a few tweets so strap yourself in or piss off (your choice, nobody is forcing you to read this!) So I’ve been teaching for around 20 years in school. I tutor 1:1, ....

I’ve home educated my own kids through primary years and they are now both at grammar school (it’s their own bloody hard work that got them there). Compared to some that’s not a long time, but a lot longer than some others. In that time I have tried multiple methods of teaching..

I’ve gained a lot of knowledge from experienced teachers and also benefited from watching younger teachers. I have embraced research and technology. I have found a love for manipulatives and have a few favourite methods. However - and this is the important part - ....

I will rarely dismiss a method that works when it’s needed. What I mean is - the ideal world is not possible - pupils will get to you and have been taught KFC, I have (and still do) use the occasional formula triangle when needs must ....

Having the benefit of being able to teach my own kids maths at primary age with little outside interference, I was able to create the ideal maths world for them. I used all the methods I had learnt at conferences, I used manipulatives, I avoided quick cheat methods, ....

I taught for understanding. I enriched.
There were times though it didn’t always work. We noticed my daughter struggled with attention and retention. My younger son seemed to absorb maths like a sponge where she was always better at english....

From then on and still now when I help them with their school maths hw, I have to adapt and use different techniques. During lockdown 1, I was helping with the maths work set and teaching extra stuff on top. I could still teach for understanding but a kid with extra needs (ADHD),

sometimes need other methods. They might need the quick cheat method as well as the more formal stuff. I taught both of my kids trig (when boy was y6, girl was y8) started with unit circle - they got it! Went on to enlarging to similar triangles - still got it....

They could find sides, angles all sorts. I then also showed the formula triangles, they liked them and could see why and how they worked. Months later, daughter now in y9 has a cover lesson, class set random tasks on a well known (free) homework platform....

There was a question on trig, most of her friends couldn’t remember how to do it, but she could!! She even showed her mates how to do it and gets it right. She immediately sends me message (at break) saying what she did and is so proud of herself..

I was so happy for her as she can struggle to remember things like that. Maybe the deeper stuff I taught helped but the thing that helped HER was the formula triangle. ...

So, to the point of this stupidly long thread... (there is one!) Don’t dismiss methods - embrace them as alternatives. Are you really going to deny a grade 4 y11 that needs a grade 6 the opportunity to get extra marks because of a stubborn need to avoid quick methods....

We don’t live in an ideal world. We get pupils in y11 who have had possibly 10+ different teachers teaching them maths in the past. They have plans and need our help. If KFC sorts out an issue - use it. If a formula helps them - use it. It might just change their future!