In this article, we focus on how spatial knowledge can be articulated with the integration of programmable floor robots in the mathematics classroom. We describe the observation grid we conceived to take into account three distinct dimensions: spatial knowledge, robotics and computer programming. Then, we implement this tool to analyse mathematics lessons using BeeBot® robots. Finally, we compare the evolution of each dimension throughout the lessons in order to understand how Programmable Floor Robots can allow students to develop spatial knowledge. This experiment is part of a research on spatial knowledge that involved 121 Year 2 (6-7-year-old) students and 6 teachers over a period of 6 weeks.