Explore the impact technology has on mathematical identity and agency when students use mathematical action technology to engage in cycles of proof and support case-based reasoning. This article showcases a mathematics task used in a fourth-grade class that allowed students to develop their conceptual understanding of division. The authors designed this mathematical challenge to address the content standard and create a learning experience during which all students meet the following objectives: (a) make conjectures about relationships among the divisor, dividend, and quotient; and (b) explain and justify their conjectures.