I suppose my objection to the PRESS program is not the "organization" per se, It could be that knowledge
of mathematics can be encoded procedurally or functionally or as pattern matches or as rules. Frankly,
I have my own bias, having worked with several of these.
What I object to is the mind set of the programmers that there is, essentially, no point in encoding
mathematics at all, just some collection of mimicking what students might do in their flailing around
trying to answer certain kinds of examination questions.
I suppose one could argue that there is no "there" there, and all of mathematics is just
pushing symbols around on paper, and you just need more and more rules to achieve a higher and
higher grade on exam questions. This is sometimes portrayed as a view that you start knowing
nothing and just "debug". And maybe that is how infants learn, at least initially.
If those rules become "high level" in some way perhaps there is a route to something that
could pass for knowledge, and might even answer unanticipated questions. But the particular
PRESS rules are weak, and the fact that the answers cannot be checked is a hint that it
doesn't really contain the concepts of mathematics in a systematically complete way.
RJF