Research shows primary teachers report negative dispositions towards teaching mathematics, impacting their confidence and student outcomes. One approach to improve teacher and student enthusiasm is using picturebooks. While research supports the use of picturebooks in mathematics learning, specific guidance for teachers to implement this practice effectively is lacking. Using a methodology of metalogue, we developed a framework to support teachers in providing engaging mathematics activities through aesthetic perceptions. We reflect on the development of the theoretically informed framework and discuss how it might support teachers' work.