The prevalence of data in every aspect of life in modern society makes it critical that students are given experiences investigating real issues with real data. Our research question was as follows: In what ways can mathematical action technology used with a real-world context involving the wage gap contribute to students' sense of identity and agency, that is, student actions and utterances indicative of building identity and agency? This paper describes the use of mathematical action and conveyance technologies with an open-ended task in classroom environments that promoted reasoning and problem-solving. High school students explored median incomes in the United States broken down by race, education level, and occupation using TI NspireTM technology. By engaging students in noticing and wondering where their voices were honored and respected, this "figured world" resulted in a lesson that motivated and involved students in doing mathematics and contributed to developing their mathematical identities and agency in the process.