This submission contains the Proceedings of the 2005 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at the University of Ottawa in Ottawa, Ontario. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc sessions. Papers include: (1) Learning Mathematics as Developing Identity in the Classroom (Stephen Lerman); (2) Formative Influences (Jean E. Taylor); (3) Mathematics Education, Society, and Peace (Arthur Powell and A. J. Dawson); (4) Learning Mathematics in the Early Years (pre-K-3) (Ann Anderson, Laurent Theis, and Ruth Dawson); (5) Discrete Mathematics (Leo Jonker and David Lidstone); (6) Socio-Cultural Dimensions of Mathematics Learning (Kathy Nolan and Elaine Simmt); (7) Partition of Integers and Their Reciprocals as Hidden K-12 Mathematics Curriculum (Sergei Abramovich and Peter Brouwer); (8) Mathematiques et musique (Chantal Buteau) [Written in French]; (9) Students' Understanding of the Completeness Property of the Set of Real Numbers (Analia Berge); (10) Study of Two Teaching Approaches Focusing on Spatial Sense with Three Different Profiles of High School Students (Patricia Marchand); (11) Communicating Mathematics Online: The Case of Online Help (Dragana Martinovic); (12) Attending in Mathematics: A Dynamic View about Students' Thinking (Immaculate Kizito Namukasa); (13) Silence and Voice in the Mathematics Classroom (David Wagner); (14) What Can We Learn from Learner-Generated Examples: A Case of Linear Algebra? (Marianna Bogomolny); (15) Reconstructing Foundational Mathematical Knowledge: Experiences of Math-Anxious Elementary Teachers in a Graduate Course (Rina Cohen); (16) Roadkill, Skeletons, and Other Mathematical Metaphors (Julie Long and Gladys Sterenberg); (17) Mathematics in Waldorf Education (John Grant McLoughlin); (18) Using Mathematics as a Source When Creating Metaphors or Images for Teaching and Learning (Joyce Mgombelo and Dave Hewitt); (19) Refining the Canadian Survey Questions for the "Census at School" Survey to Provide Richer Mathematical Learning (Joel Yan, Mary Townsend, and Florence Glanfield); and (20) Undergraduate Students' Errors That May Be Related to Confusing a Set with Its Elements (Kalifa Traore, Caroline Lajoie, and Roberta Mura). Appended are: (1) Working Groups at Each Annual Meeting; (2) Plenary Lectures at Each Annual Meeting; and (3) Proceedings of Annual Meetings. Individual papers contain references, figures, and tables. Individual papers contain references, figures, and tables. [Abstract modified to meet ERIC guidelines. For the 2004 proceedings, see ED529563.]