This mixed methods study examined the impacts of digital fabrication activities that were integrated into contextualized mathematics education. The study investigated the students' mathematics content knowledge and attitudes. Data analysis yielded two key findings regarding our intervention combined with the other mathematics activities resulted in: (1) considerable overall gains in students' mathematics test scores and attitudes towards STEM, and (2) statistically significant gains on the "Probability & Statistics" questions. The article concludes that for this group of students if we can provide enough support from teachers for interactive activities that support mathematics learning through digital fabrication, we might positively impact the closing of the achievement gap for these underrepresented populations.