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This study investigates the importance of information and communicationtechnology (ICT) use in the mathematics achievement scores of Italian secondaryschool students, with particular attention paid to the role of gender in the ICT-mathsperformance relationship. Data from the 2012 Programme for International StudentAssessment study allow to describe (a) how the type and intensity of ICT use areassociated with high or low maths achievement and (b) how the association variesaccording to gender. These issues are examined with respect to different mathsdomains. The results of multilevel models show a complex scenario. A positiveassociation between ICT use and mathematics achievement occurs only whencomputers are used for some, not all, activities. In other cases, the association isnegative. 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 ofmathematic