An important step in learning to use math in science is learning to see symbolic equations not just as calculational tools, but as ways of expressing fundamental relationships among physical quantities, of coding conceptual information, and of organizing physics knowledge structures. Introductory physics can be of special value to students in other disciplines because we can introduce mechanistic thinking and synthesis in simpler situations than can biology, chemistry, Earth science, or even engineering. We can show that mechanistic model building and synthesis are often tied together by powerful equations, so students can learn the value of mathematics, not as something to be memorized, but as something to support complex reasoning, analysis, and powerful descriptions of physical systems. This paper by noted physics education researcher E.F. Redish proposes and explores "anchor equations" as a construct to support teaching and learning in introductory physics. The author defines, describes, and gives multiple examples of anchor equations and how they can be used to support development of students' mathematical sense-making.

NOTE: This resource, highly recommended by the Physics Front editors, has been made temporarily available by the author and publisher for free access.