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Records of online collaborative mathematical activity provide us with a novel, rich, searchable, accessible and sizeable source of data for empirical investigations into mathematical practice. In this paper we discuss how the resources of crowdsourced mathematics can be used to help formulate and answer questions about mathematical practice, and what their limitations might be. We describe quantitative approaches to studying crowdsourced mathematics, reviewing work from cognitive historydoi:10.1007/s11858-020-01181-7 fatcat:kvfaxcxctbblfaix53bz2xs3j4