We characterize the recently included programming content in Swedish mathematics textbooks for elementary school. Especially, the connection between programming content and traditional mathematical content has been considered. The analytical tools used are based on the so-called 5E's, a theoretical framework of action, developed within the ScratchMath project, and Brennan and Resnick's (2012) terms computational concepts and practices. The result uncovers "follow a procedure" as the dominating action, in which the concepts stepwise instruction and repeated pattern were frequent. Bridging between programming and mathematics is weak in the sense that the programming content does not enhance the possibility to explore mathematical concepts and ideas.