This article aims to problematize the role of programming in mathematics education. Problematizing involves acknowledging a deeper complexity in the understanding of programming than originally perceived and questioning its assumed value in mathematics education. This approach entails identifying its underlying paradigmatic assumptions in relation to computational and mathematical thinking, as well as theoretical perspectives that offer different angles on issues inherent to programming. In essence, problematizing programming does not simply endorse its assumed utility as a powerful tool. Instead, it involves questioning programming in the context of mathematical and computational thinking, computer programs, and their meaningful integration into the teaching and learning of mathematics. Problematization challenges the notion of programming solely as a 'powerful digital resource' urging a critical evaluation of its role and potential impacts in mathematics education. [For the full proceedings, see ED665357.]