In this paper, I argue that there are cases of explanatory induction in mathematics. To do so, I first introduce the notion of explanatory definition in the context of mathematical explanation. A large part of the paper is dedicated to introducing and analyzing this notion of explanatory definition and the role it plays in mathematics. After doing so, I discuss a particular inductive definition in advanced mathematics—CW\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$${ CW}$$\end{document}-complexes—and argue that it is (...) explanatory. With this, we see that there are cases of explanatory induction. (shrink)

We describe recent developments in research on mathematical practice and cognition and outline the nine contributions in this special issue of topiCS. We divide these contributions into those that address (a) mathematical reasoning: patterns, levels, and evaluation; (b) mathematical concepts: evolution and meaning; and (c) the number concept: representation and processing.

Some authors have begun to appeal directly to studies of argumentation in their analyses of mathematical practice. These include researchers from an impressively diverse range of disciplines: not only philosophy of mathematics and argumentation theory, but also psychology, education, and computer science. This introduction provides some background to their work.