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Fractions is one of the richest and most complex mathematical topics in mathematics learning. This is caused fraction topics is being one of the difficult topics in learning mathematics. Therefore, this study aimed at analyzing Teachers’ Content Knowledge and Students’ Performance on fraction topics. This research is a qualitative descriptive study which is a case study of Teachers’ Content Knowledge and Students’ Performance on fractional materials at the Al-Amien Prenduan Foundation School, Sumenep, Madura, East Java, Indonesia. Data were taken from 29 students of 7th grade and 2 teachers who taught these students. The instrument used in this study was 3 fraction problems. Data collection techniques are carried out using tests and in-depth interviews to obtain information in detail. The results of this study are the similarity of the patterns found in students’ and teachers’ performance on fraction topic. Teachers deliver the concept of fractions by emphasizing on students’ performance that is procedural rather than students’ understanding. These methods result in students learn fractions by memorizing them so that misconceptions can occur.

Teachers’ Content Knowledge (CK) Analysis and Students’ Performance on Fractional Materials: A Case Study in Al-Amien Prenduan Foundation School