The field of robotics education is growing, prompting researchers to explore its pedagogical implications through various theoretical frameworks. Traditionally, constructivism and constructionism have dominated discussions, emphasizing cognitive development through experiences with robotics. However, these frameworks primarily focus on human-centered perspectives, overlooking the agency of nonhuman, material entities in such experiences. This paper examines the limitations of cognitive approaches and introduces new materialism as an alternative framework for understanding robotics education. Drawing on Karen Barad’s concept of agential realism, it is suggested that knowledge in robotics settings emerges through material-discursive experiences between students, robots, and their environments. Drawing on observations of students engaged in robotics work, this paper highlights the pedagogical significance of material agency in robotics learning spaces. By shifting from representationalism to performativity, new materialism offers a more holistic approach that recognizes the entanglement of human and nonhuman actors in the co-creation of knowledge. A dance metaphor is used to highlight performativity of knowledge.