Hand-held data collection technology allows for access to real-world data collection--at any other time and almost any place. Is the use of data and its collection desirable to the mathematical learning process? The answer is a resounding yes! Not only can significant mathematical ideas be taught in the process; colleagues are also helped in the sciences. When done correctly, students actively involved in the data collection process take ownership of the data and of the mathematical learning that follow. Ownership, in turn, leads to understanding a key component that may be missing in traditional instruction. Students and teachers must know how to use the software and follow proper data collection techniques. Both of these can be learned with practice in doing data collection. There are marvelous opportunities to collaborate with a science teacher. Data collection is a learned skill, and many times mathematics teachers don't have the "lab" skills that science teachers have because traditionally mathematics has not been thought of as an experimental science. Teachers must also be able to ask good questions to help guide and direct students as they start an activity. If used as a demonstration in class, the teacher must be able to lead students to the desired mathematical outcome--understanding a mathematical concept. (ASK)