Resumo: A proposta deste artigo é a realização de uma leitura, sob a ótica do Modelo dos Campos Semânticos, de falas de pedagogas iniciantes a partir de entrevistas sobre suas vivências com as disciplinas de Matemática na Educação Básica e suas expectativas quando foram cursar disciplinas de Matemática no curso de Pedagogia. Ocorreram diferentes produções de significados a partir das vivências relatadas, sendo que algumas gostavam e outras não das disciplinas de Matemática, atribuindo diferentes fatores para isso. Também ocorreram diferentes expectativas quanto às disciplinas de Matemática no curso de Pedagogia que parecem não terem sido ouvidas pelos(as) professores(as) formadores(as). Com isso, ressalta-se a importância de ouvir futuros(as) pedagogos(as) e conhecê-los(as) para que possam ocorrer interações na direção de uma ampliação de modos de produção de significados para a Matemática e as disciplinas de Matemática na Educação Básica.

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Background: Research in initial education and professional performance of pedagogues in mathematics is increasing, but they are still few compared to other topics in mathematics education and point to the need for more studies. Objectives: To present a reading of the speeches of beginning mathematics teachers in early childhood education and the early years of elementary school about teaching mathematics, addressing its difficulties and facilities and how they work in classrooms, establishing relationships with the school modules involving mathematics in the degree in pedagogy courses they attended. Design: Qualitative research. Setting and Participants: Six teachers from the municipal schools of São José do Rio Pardo, who agreed to participate in the research through a questionnaire sent to schools in this municipality, the environment being stipulated by them. Data collection and analysis: Data were produced through semi-structured interviews and analysed based on the assumptions of the model of semantic fields. Results: the main result was that the pedagogues had many difficulties in how to teach mathematics, even though their training was more focused on the methodological aspects of the modules that involved mathematics. Conclusions: Although the pedagogues had doubts about how to teach mathematics, we observed that the mathematical contents, practically not addressed in initial education, do not concern them in professional practice, as most of them work in early childhood education; this suggests research on what mathematics are necessary for the initial and even continuing education of pedagogues who teach mathematics.