The study investigated the impact of using Autograph software as a tool in teaching and learning of quadratic functions on gender performance in core Mathematics for Senior High School (SHS) students in Ghana. Non-equivalent quasi-experimental design was used. The population was all second year students in the Komenda-Edina-Eguafo-Abrem (KEEA) Municipality. A simple random sampling procedure was used to select two intact classes comprising 64 and 68 students for the control and experimental groups respectively. The control group comprised 29 male and 35 female students while the experimental group comprised 33 male and 35 female students. The instrument used was Mathematics achievement tests. At 0.05 level, the results showed that there was no statistically significant difference in mean achievement scores between female and male students when taught using Autograph technology as a tool. However, there was a statistically significant difference in mean achievement scores between female and male students when taught using the traditional "Talk and Chalk" method. The study finding supports the use of technology in teaching and learning of Mathematics if the quest to bridge achievement gaps between male and female students is to be achieved.