This submission contains the Proceedings of the 2010 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Simon Fraser University in Burnaby, British Columbia. 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) Ambiguity and Mathematical Thinking (William Byers); (2) Learning From and With Parents: Resources for Equity in Mathematics Education (Marta Civil); (3) Collaboration et echanges internationaux en education mathematique dans le cadre de la CIEM: regards selon une perspective canadienne / ICMI as a Space for International Collaboration and Exchange in Mathematics Education: Some Views From a Canadian Perspective (Bernard R. Hodgson) [Written in French]; (4) Teaching Mathematics to Special Needs Students: Who Is At-Risk? (Cathy Bruce, Genevieve Lessard, and Laurent Theis); (5) Attending to Data Analysis and Visualizing Data (Veda Abu-Bakare, Linda Gattuso, and Georges Monette); (6) Recruitment, Attrition, and Retention in Post-Secondary Mathematics (Miroslav Lovric, Olivier Turcotte, and Walter Whiteley); (7) Can We Be Thankful for Mathematics?: Mathematical Thinking and Aboriginal Peoples (Edward Doolittle, Lisa Lunney Borden, and Dawn Wiseman); (8) Beauty in Applied Mathematics (France Caron and Leo Jonker); (9) Noticing and Engaging the Mathematicians in Our Classrooms (Egan J. Chernoff, Eva Knoll, and Ami Mamolo); (10) Emotion, reflexion et action: mathematiques et enseignement / Doing, Feeling, Thinking Mathematics... in Teacher Preparation (Frederic Gourdeau) [Presented in both French and English]; (11) On the Origins of Dynamic Number in the Breakdown of Structural, Metaphoric, and Historic Conceptions of Human Mathematics (Nicholas Jackiw and Nathalie Sinclair); (12) Analysis of Resources Mobilized by a Teacher and Researcher in Designing/Experimenting/Reflecting Upon Modelling Sequences Based on Elementary Combinatorics and Aimed at Introducing 7th Graders to Modelling (Souleymane Barry); (13) Being (Almost) a Mathematician: Teacher Identity Formation in Post-Secondary Mathematics (Mary Beisiegel); (14) Subjective Probabilities Derived from the Perceived Randomness of Sequences of Outcomes (Egan J. Chernoff); (15) Learning to Play with Mathematics Online (Krista Francis-Poscente); (16) Students' Models of the Knowledge to Be Learned About Limits in College-Level Calculus Courses: The Influence of Routine Tasks and the Role Played by Institutional Norms (Nadia Hardy); (17) Making Connections: Network Theory, Embodied Mathematics, and Mathematical Understanding (Elizabeth Mowat); (18) Recovering Mathematics: An Ontological Turn toward Coming to Understand the Teaching of Mathematics with Children (Mary Stordy); (19) Who Teaches the Teachers? Challenging Our Practices (Lorraine Baron); (20) What Does Mathematics Education Have To Do With Climate Change? (Richard Barwell); (21) Construction du sens des objets mathematiques chez les eleves d'un cours de mise a niveau (Analia Berge) [Written in French]; (22) The Study of Resilience in Mathematics Education (Pavneet Braich); (23) What My Students Taught Me About Jim Totten's Geometry Problem in FLM (Elias Brettler); (24) Social Interaction in a Virtual Environment: Fostering Online Communication and Collaboration in Mathematics Education Research (Stephen R. Campbell); (25) Editing Mathematics Teachers' Journals in Canada: Bridging the Gap Between Researchers and Teachers (Sean Chorney, Egan J. Chernoff, and Peter Liljedahl); (26) Reasoning Demands in Mathematics Textbooks (Simon Karuku); (27) Laughing @ Mathematics Education: Exploring Potentials of Online Mathematics Comics (OMC) for Socially Just Pedagogies (Stephen Khan); (28) The Relocation Property (Kim Ledger-Langen); (29) Beyond the Superficial: Procedural Knowledge in University Mathematics (Wes Maciejewski and Ami Mamolo); (30) Inquiry Activities in High School Mathematics: Issues in Authoring Curricular Products (Janelle McFeetors, Ralph Mason, and Elaine Simmt); (31) "I Don't Understand What You Don't Understand!": A Look at the Phenomenon of "Not Understanding" in Mathematics Pedagogic Situations (Ayopo Odunuga); (32) Geometric Reasoning: Developing Habits of Mind (Lydia Oladosu and Olive Chapman); (33) A Performance Assessment Approach to the Evaluation of Mathematics Knowledge for Teaching (Tony Pascuzzo); (34) Teachers' Professional Development by Collaborative Design: Why Does It Work? (Armando P. Preciado); (35) Reducing Abstraction: The Case of Logarithms (Krishna Subedi); (36) Identity of a Learner in an Undergraduate Mathematics Programme (Amanjot Toor); (37) Rapport au savoir et service A.M.I. (Olivier Turcotte) [Written in French]; and (38) Using Mathematical Proof to Enrich Conceptual Knowledge (John Wiest). Three appendixes present: (1) Working Groups at Each Annual Meeting; (2) Plenary Lectures at Each Annual Meeting; and (3) Proceedings of Annual Meetings. Individual papers contain references, tables, and figures. [Abstract modified to meet ERIC guidelines. For the 2009 proceedings, see ED529559.]