Modelling Neutrosophic Agility Index: A Mathematical Framework

Abstract

Introduction: This study uses a fuzzy-based methodology that combines agility score and certainty functions to assess the values of learning mathematics quickly. The paper emphasises the need of understanding the value of learning mathematics through tools like the Neutronosophic Agility Index in addition to discussing the usage of surveys to assess it. Objective: The aim of this study is to evaluate the values of learning mathematics’ agility by employing a fuzzy based methodology that integrates score and certainty functions. Finding out how agile the values are now and looking into ways to make them more agile are the objectives. Method: A paradigm for assessing the values of learning mathematical skills agility is established using a neutrosophic fuzzy method. The agility score is calculated to evaluate the level of agility. Additionally, the article recommends carrying out additional research using particular performance assessment standards. Result: The findings show that, according to its agility score, the benefit of knowing mathematics is "fairly agile". It implies the possibility of more progress by putting improvement recommendations into practice. It also emphasises the relationship between performance, agility, and organisational culture, underscoring the necessity for additional research employing a variety of fuzzy methodologies. Conclusion: In conclusion, the study is represented by agility scores corresponding to specific values. Self-confidence, with an agility score of 0.5377, ranks first, indicating reasonable confidence in decision-making. Perseverance (score: 0.5356) reflects resilience and determination. Decision-making (score: 0.5239) suggests a balanced approach. Tolerance (score: 0.5185) relates to handling diversity. Higher Order Thinking (score: 0.5166) involves cognitive abilities. The average agility score (0.5265) falls within the ‘Fairly Agile’ range. Enhancing these values can lead to higher agility categories.