Levering change is hard, and an incremental process. In the education process it requires an interaction between teachers, resources and learners. Levering change with human resources--teachers themselves, is a long term, time-intensive process requiring investment and commitment. The teacher-resources relationship is complex and not always optimal, particularly in disadvantaged educational environments where resources are constrained, and the education system is centralized and highly regulated. This article posits a mathematics teaching framework developed in a low-income educational context to make more transparent the relationship between teachers and resources to the benefit of learning both of teachers and of learners.