In this paper, we make a case for computing as a mathematical disciplinary practice. We present results from interviews with research mathematicians in which they reflected on the use of computing in their professional work. We draw on their responses to present evidence that computing is an inherent part of doing mathematics and is a practice they want their students to develop. We also discuss the mathematicians’ perspectives on how they learned and teach computing, and we suggest that much needs to be explored about how to teach computing effectively. Our overarching goal is to draw attention to the importance of the teaching and learning of computing, and we argue that it is an imperative topic of study in mathematics education research.