On the contrary I think a lot of the maths in school could be much better taught if they were taught alongside programming.
I used to do very well at my maths, but lost interest in large part because the maths I learned was largely disconnected from everything else I was doing despite an interest in programming.
It was first when I picked up a book on Prolog that I got symbolic derivation. The reason being that the Prolog book contained it as an example, and it was sufficiently compelling that it made me write an expression parser so that I could implement that symbolic derivation in Pascal, and the process of implementing the parser and implementing the rules applied to the syntax tree to carry out symbolic derivation brought it home in a way my teacher never did.
[Incidentally that expression parser also became the starting point for my first compiler.]
Of course programming can be distracting, because it can also allow you to explore almost any subject in more depth. E.g. what I know of complex numbers, I know because I was experimenting with fractals. What I know of graph theory is almost entirely down to playing around with parsing and compilation. And most of my understanding of trigonometry is down to toying with 3D rendering; certainly not from my maths classes in school that mostly made me loathe the subject.
There are plenty of languages that allows you to bridge a formal approach to maths with programming. But there are also plenty of ways to explore and demonstrate the concepts that will make them easier to grasp that require just very simple visualization. E.g. visualizing fractals as a means to explore topography; visualizing derivation, integration, limits, trig. For many of these presenting it as programs rather than visualization and letting students play with and see the consequences of changes has a lot of potential to make people grasp the concepts more deeply.