In summary, the emergent CME projects evidenced various entry points to the practice of making connections to children's MMKB in instruction.
The following two CME projects represent transitional connections that reflect movement along the trajectory away from superficial connections and toward more meaningful integration of children's MMKB.
In summary, we found that some PSTs entered the practice of making connections to children's MMKB in transitional ways, making notable connections to both CMT and CFoK, albeit with missed opportunities.
Our findings demonstrate that PSTs entered the practice of making connections to children's MMKB in various ways and with varying specificity.
The fact that almost half of our projects reflected connections that went beyond superficial attention to both CMT and CFoK suggests that with scaffolded opportunities to learn about children's MMKB, such as those provided in the CME module, PSTs can make substantive strides in developing an integrated practice that connects to both CMT and CFoK.
Similar to other aspects of teaching mathematics (Ball, Sleep, Boerst, & Bass, 2009), learning to connect to children's MMKB is complex.
An important implication of this work is to identify specific leverage points that help PSTs develop the practice of connecting to children's MMKB.
This would enable PSTs to analyze and decompose the practice in ways that maintain the integrated and complex nature of making connections to children's MMKB (Grossman et al.