Abstract
Learning theory sees conceptual knowledge as a source of students’ procedural knowledge in learning mathematics. This is supported by several previous studies which show that students learn conceptual understanding before procedural knowledge. So the researcher highlights the relationship that might occur between conceptual and procedural knowledge. Whether conceptual knowledge might have a greater influence on procedural knowledge than vice versa. This research is a qualitative research with a case study approach. The results showed that students who succeeded in fraction learning were able to combine conceptual and procedural knowledge well. It can be concluded that students with conceptual and procedural knowledge can develop good knowledge in learning mathematics.
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