"Indeed, uncertainties are clearly present, nowhere more evidently than in the nature of large information representation structures whether chunks(George Miller), or frames (Minsky), or scripts (Schank), or models (Papert), or powerful ideas (again, Papert), or schemas (Piaget) or assimilation paradigms (Davis). But the true business of mathematics instruction is to help the student to construct, in his or her own mind, a large collection of knowledge representation structures that provide powerful forms of all the key ideas of mathematics[...]. If our goal involves the representations of key ideas in the students mind, we must be willing to try to talk about such matters (p.356-357)." ~

Davis, R. B. (1984). Learning mathematics: The cognitive science approach to mathematics education. Norwood, NJ: Ablex.

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