One promising approach for connecting undergraduate content coursework to secondary teaching is using teacher-created representations of practice. Using these representations effectively requires seeing teachers' use of mathematical knowledge in and for teaching (MKT). We argue that Rowland's (2013) Knowledge Quartet for MKT, in particular, the dimensions of Foundation and Contingency, is a fruitful conceptual framework for this purpose. We showcase an analytic framework derived from Rowland's work and our analysis of 85 representations of practice. These representations all featured geometry. We illustrate examples of combinations of "high" and "low" Foundation and Contingency, and show results of coding juxtaposed with performance on an instrument previously validated to measure MKT. We describe the potential for generalizing this framework to other domains, such as algebra and mathematical modeling. [For the complete proceedings, see ED630060.]