Intelligent Tutoring Systems (ITS) possess significant potential to enhance learning outcomes. However, deploying ITSs in global south countries presents challenges due to their frequent lack of essential technological resources, such as computers and internet access. The concept of AIED Unplugged has emerged to bridge this digital divide, supporting the creation of theoretical frameworks for developing ITS unplugged. Nevertheless, prior research has not evaluated ITS unplugged with teachers, diminishing the importance of aligning technological solutions with their target users' practical requirements and viewpoints. This article addresses this gap by presenting the design and evaluation of an ITS unplugged for numeracy education. Through face-to-face usability tests and interviews with Brazilian primary education teachers, the study employs thematic analysis to understand teachers' perceptions profoundly. Results reveal that teachers value ITS unplugged for optimizing lesson planning, offering real-time error-specific feedback, providing learning analytics, and enabling personalized group learning within classrooms. Additionally, concerns about application size and internet dependency underscore important considerations for underserved regions. Such empirical evidence on teachers' perceptions bridges the gap between theoretical frameworks and real-world user perspectives, demonstrating that ITS unplugged can address educational disparities, provided it aligns with teachers' needs, technological limitations, and contextual factors. As educational technology evolves, comprehending the viewpoints of primary users becomes pivotal for equitable implementation. Therefore, this article represents a significant stride toward deploying AIED in the global south and other underserved regions. By combining theoretical concepts with practical user insights, ITS unplugged can be a transformative solution for education.