The media's response to the release of "Math Instruction that Makes Sense" (2011), a research report by the Frontier Centre for Public Policy (FCPP), helped spark a public controversy and spur the Saskatchewan government to reexamine the Ministry of Education's math curriculum. The purpose of this article is to examine the CBC's depiction of the FCPP report and subsequent responses to it utilizing the tools of Critical Discourse Analysis and linguistic anthropology as a way of understanding the means by which concrete linguistic artifacts like research reports are recontextualized and disseminated with and for political means. By identifying the construction of voices, external resources and interview data in the CBC's reporting--the movement of resources across stable genre chains--my intent is to demonstrate how "common sense" is established in the broader public discourse on matters of educational policy and the media's active role in creating it.