This submission contains the Proceedings of the 2004 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Universite Laval in Quebec City, Quebec. 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 and panel sessions. Papers include: (1) La situation du professeur et les connaissances en jeu au cours de l'activite mathematique en classe (Claire Margolinas) [Written in French]; (2) La personnalite d'Evariste Galois: le contexte psychologique d'un gout prononce pour les mathematiques abstraites (Nicolas Bouleau) [Written in French]; (3) Learner-Generated Examples (Nathalie Sinclair, Anne Watson, and Rina Zazkis); (4) Transition to University Mathematics (Tom O'Shea and Peter Taylor); (5) L'integration de l'application et de la modelisation dans les mathematiques au secondaire et au collegial / Integrating Applications and Modelling in Secondary and Postsecondary Mathematics (France Caron and Eric Muller); (6) Elementary Teacher Education: Defining the Crucial Experiences (Ann Kajander and Jean Dionne); (7) La technologie dans l'enseignement des mathematiques: regard critique sur le discours et la pratique / A Critical Look at the Language and Practice of Mathematics Education (Andre Boileau and Geoffrey Roulet; (8) L'enseignment des probabilities dans les ecoles primaires du Quebec (Renee Caron) [Written in French]; (9) Feedback (Dave Hewitt); (10) Body, Tool, and Symbol: Semiotic Reflections on Cognition (Luis Radford); (11) Standards for Excellence in Teaching Mathematics (Steve Thornton); (12) The AHA! Experience: Mathematical Contexts, Pedagogical Implications (Peter Liljedahl); (13) The Issues of Learning the Equals Sign for Grade 1 Students (Laurent Theis); (14) Measuring the Impact of a Mentor Program (A. J. Dawson); (15) Ten Dimensions of Mathematics Education--A Framework for Improving Mathematics (Douglas McDougall); (16) To JUMP or not to JUMP (Tom Steinke and Stewart Craven); (17) Undergraduate Students' Errors That May Be Related to Confusing a Set with Its Elements (Kalifa Traore, Caroline Lajoie, and Roberta Mura); (18) Expressing Mathematical Fluency (David Wagner); (19) What is Canadian about Canadian Mathematics Education? / La didactique des mathematiques au Canada se distingue-t-elle de ce qui se fait ailleurs dans le monde? (David A. Reid) [Presented in both English and French]; (20) What are the Issues and Problems Facing Mathematical Education in Canada? (Eric Muller); and (21) Unique Features of the Body of Mathematics Education in Canada: A Brief Sketch (Thomas E. Kieren). 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. [Abstract modified to meet ERIC guidelines. For the 2003 proceedings, see ED529558.]