This study investigates the importance of information and communication technology (ICT) use in the mathematics achievement scores of Italian secondary school students, with particular attention paid to the role of gender in the ICT-maths performance relationship. Data from the 2012 Programme for International Student Assessment study allow to describe (a) how the type and intensity of ICT use are associated with high or low maths achievement and (b) how the association varies according to gender. These issues are examined with respect to different maths domains. The results of multilevel models show a complex scenario. A positive association between ICT use and mathematics achievement occurs only when computers are used for some, not all, activities. In other cases, the association is negative. In general, the ICT-maths performance association is weaker for girls. Some exceptions to this general trend are the benefits of certain ICT applications, only for girls, in Shape and Space and in Uncertainty and Data subscales of mathematics.