This study examines the impact of a tangible technological interface on student engagement and learning outcomes in mathematics education. The interface, an electronic board inspired by a Latin American television program, was used in a high school setting to enhance interactive learning. Grounded in Constructivist Learning and the Technology Acceptance Model, the study employed a mixed methods approach to evaluate student performance and perceptions. Results indicate that students using the tangible interface demonstrated higher engagement and improved knowledge retention compared to traditional instruction. The findings highlight the role of teacher mediation in optimizing the effectiveness of interactive learning tools. This research contributes to the field of educational technology by providing insights into the practical applications of tangible interfaces in STEM education. Future studies should explore scalability and long-term effects in diverse educational contexts.