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The development of mathematical reasoning skills has increasingly been of focus for the teaching and learning of mathematics. This research utilizes a teaching simulation using the methodology of scriptwriting, in which prospective teachers are asked to complete a script of a dialogue from a classroom simulation involving fraction multiplication and division with justification, assisting fictional students to work through their difficulties and helping them to justify their reasoning. Such tasks allow for the examination of the prospective teacher moves to support student reasoning through their imagined action and choice of words. Scripts from forty-one prospective primary teachers were examined for the study, and five clusters based on the type of teacher move for supporting student reasoning were found. Overall, the prospective teachers emphasized the elicitation and facilitation of students' ideas. The cluster analysis, however, provided a nuanced examination of the cohort's teacher moves. While cluster one saw the highest incident of "eliciting" teacher moves, albeit only in the low potential category, clusters two and three mostly used "facilitating" teacher moves, but varied in their use of high and low potential moves. Cluster four concentrated moves on "facilitating, eliciting," and "responding to student reasoning." Cluster five employed teacher moves from all main categories, with some instances of high potential moves in all categories except "extending student reasoning," which can better support reasoning. The prospective mathematics teachers' scripts and the five clusters that were found during analysis are discussed with implications for future teacher education and the support of building mathematical reasoning.

In questo articolo viene presentata una selezione di tre capitoli del libro Teaching Mathematics as Storytelling, di Rina Zazkis e Peter Liljedahl (2009), nei quali si mette in evidenza che l’avvicinamento a concetti ardui della matematica con la mediazione delle storie consente un coinvolgimento attivo degli studenti nella costruzione di significati matematici e ne favorisce la comprensione profonda. Gli autori forniscono anche interessanti e molteplici esempi di come rimodulare storie già note, facendo sì che semplici problemi testuali presenti sui libri scolastici, diventino accattivanti spunti di narrazione e attività d’aula. Questo abstract, l’introduzione ai tre capitoli e la loro traduzione sono a cura di Angela Donatiello.

In the COVID-19 era of adapting to pandemic lockdown protocol, teaching practices have become more negotiable and less tethered to the familiar and institutionally normative practices found in educational settings around the world. With a shift to online teaching, many practices are being adapted from face-to-face settings and being imported into online settings. However, this sort of adaptation is by no means trivial, and a direct transfer of practices may not necessarily be effective or plausible. While adaptation is undeniably necessary, a theory "for" teaching can offer guideposts around which adaptation may occur. Over many years of empirical investigation into how to enhance the synergy and capacity of students' thinking in face-to-face mathematics classrooms through systematically bypassing institutionally normative practices, the "Building Thinking Classrooms" framework offers a basis for one such theory. While this framework is used in many different contexts, one of these is in the education and professional development of mathematics teachers in tertiary and professional settings. However, with COVID-19 protocols in place, the tightly woven face-to-face practices of this framework had to evolve and be adapted. In this article, we discuss and exemplify how we drew from these face-to-face practices a set of principles, which served as guideposts for designing adaptations for engaging adult learners in mathematical tasks in a fully online setting. In our analysis, we consider not only the adaptations for online teaching we made, but the process of adaptation through a theory "for" teaching we used in designing effective and intentional learning settings for adults experiencing mathematics.

Health professions education places significant emphasis on learning in the clinical environment. While experiences of workplace learning have been extensively investigated, practices of workplace learning explored through field work have been less utilized. The theoretical framework of teaching and learning regimes acknowledges aspects of power and conflict in its consideration of what guides teachers and learners in their practice of workplace learning. This study aimed to explore practices of workplace learning in the two adjacent healthcare professions; medicine and nursing. We adopted an ethnographic qualitative design. Field observations and follow-up interviews were performed in three clinical departments and the data set comprised 12 full days of observations and 16 formal follow-up interviews. Thematic analysis was performed deductively according to the theoretical framework. Four teaching and learning regimes were found in the data. In the medical context, workplace learning was either practiced as reproduction of current practice or through stimulation of professional development. In the nursing context, workplace learning was either based on development of partnership between student and supervisor or on conditional membership in a professional community. The medical and nursing contexts demonstrated varying underpinnings and assumptions relating to teaching and learning. The respective practices of workplace learning in the medical and nursing context appear to hold substantial differences which might have implications for how we understand practices of workplace learning. We further conclude that the theoretical framework of teaching and learning regimes in this study proved useful in exploring workplace learning.

Topographical changes are of fundamental interest to a wide range of Arctic science disciplines faced with the need to anticipate, monitor, and respond to the effects of climate change, including geohazard management, glaciology, hydrology, permafrost, and ecology. This study demonstrates several geomorphological, cryospheric, and biophysical applications of ArcticDEM – a large collection of publicly available, time-dependent digital elevation models (DEMs) of the Arctic. Our study illustrates ArcticDEM's applicability across different disciplines and five orders of magnitude of elevation derivatives, including measuring volcanic lava flows, ice cauldrons, post-failure landslides, retrogressive thaw slumps, snowdrifts, and tundra vegetation heights. We quantified surface elevation changes in different geological settings and conditions using the time series of ArcticDEM. Following the 2014–2015 Bárðarbunga eruption in Iceland, ArcticDEM analysis mapped the lava flow field, and revealed the post-eruptive ice flows and ice cauldron dynamics. The total dense-rock equivalent (DRE) volume of lava flows is estimated to be (1431 ± 2) million m3. Then, we present the aftermath of a landslide in Kinnikinnick, Alaska, yielding a total landslide volume of (400 ± 8) × 103 m3 and a total area of 0.025 km2. ArcticDEM is further proven useful for studying retrogressive thaw slumps (RTS). The ArcticDEM-mapped RTS profile is validated by ICESat-2 and drone photogrammetry resulting in a standard deviation of 0.5 m. Volume estimates for lake-side and hillslope RTSs range between 40,000 ± 9000 m3 and 1,160,000 ± 85,000 m3, highlighting applicability across a range of RTS magnitudes. A case study for mapping tundra snow demonstrates ArcticDEM's potential for identifying high-accumulation, late-lying snow areas. The approach proves effective in quantifying relative snow accumulation rather than absolute values (standard deviation of 0.25 m, bias of −0.41 m, and a correlation coefficient of 0.69 with snow depth estimated by unmanned aerial systems photogrammetry). Furthermore, ArcticDEM data show its feasibility for estimating tundra vegetation heights with a standard deviation of 0.3 m (no bias) and a correlation up to 0.8 compared to the light detection and ranging (LiDAR). The demonstrated capabilities of ArcticDEM will pave the way for the broad and pan-Arctic use of this new data source for many disciplines, especially when combined with other imagery products. The wide range of signals embedded in ArcticDEM underscores the potential challenges in deciphering signals in regions affected by various geological processes and environmental influences.

This study investigates teachers' beliefs about the inquiry-based learning approach in mathematics. In particular, as the first research problem, it addresses teachers' beliefs about the appropriateness of inquiry activities for all students, after three years of attendance in a professional development programme, focused on inquiry. As a second research problem, it studies the evolution of teachers' beliefs and practices, during their fourth year of attendance of the programme. The results show that, at the beginning of the fourth year, the teachers, despite thinking that inquiry activities in mathematics have several valuable aspects, held the belief that they are not appropriate for all the students, but only for the high-achieving ones. The two case studies, analysed to address the second problem, refer to two teachers with different outcomes of their developmental paths. During the fourth year, in which the teachers have been invited to experiment with inquiry activities in their whole classes, one of them accepted the challenge and, as a consequence, had the opportunity to change both her practices and her beliefs. The second teacher, instead, continued to propose inquiry activities only to her high-achieving students and, consequently, showed no signs of change, either in her practices, nor in her beliefs.

Teacher practice is rife with tensions. Tensions around what and how best to teach, how to manage situations with students, and how to manage situations with colleagues, administrators, and parents. These tensions are often seen as pairs of opposing internal and external forces: this assessment is better, but it takes a lot of time. These forces are inescapable, and teachers have to learn to either manage them or resolve them. In this paper we look closely at tensions through the lens of opposing forces and, more interestingly, how teachers either learn to live with them or work to resolve them. And, in particular, we look at how this work differs if the tension exists between internal forces, external forces, or a tension between an internal and external force. Drawing on case studies of seven different participants we dive deep into the murky world of the lived experiences of teachers to understand better the way that tensions contribute to their beliefs, decisions, and actions.

Threshold concepts (TCs) are increasingly used in health professions education (HPE) research. TCs are claimed to be conceptual gateways which are often traversed with substantial difficulty. In this paper, we report on a scoping review investigating the following research question: What is the scope and nature of the currently available research on threshold concepts in health professions education literature? We employed Arksey and O'Malley's model for scoping reviews. A search for literature on TCs in HPE research between 2003 and 2020 yielded 999 records of which 59 were included in the review. The data set was subject to quantitative descriptive analysis of article characteristics as well as qualitative thematic analysis of the scope of research on TCs. Among the 59 articles selected for review, there were 30 empirical, 26 conceptual and three reviews. A majority were published in 2015 or later. Almost half of the included articles attempted to identify possible TCs within HPE. Others investigated how TCs can be traversed or suggested how TCs could influence curriculum design. Some critically appraised the framework of TC. Although TCs are increasingly utilised in HPE, the present review identified how researchers came across methodological challenges related to identifying possible TCs and definitional challenges around identifying the essential characteristics of TCs. Before embracing TCs as the next go-to theory for learning in HPE, we acknowledge the need for methodological stringeny and rigour as well as more data to support TCs. Until then, any implementation of TCs in HPE curricula should be done cautiously.

Abstract Background Dialectical Behaviour Therapy (DBT) is recognized as a leading evidence-based treatment, effective in reducing symptoms of borderline personality disorder (BPD), as well as co-occurring clinical syndromes. However, symptom remission may not be the same as a life experienced as worth living. The purpose of the study was to understand, from the perspective of individuals with lived experience, the concepts of recovery, life experienced as worth living and flourishing after treatment for BPD, and to describe the pathways to wellness after symptom remission. Methods Semi-structured interviews were conducted with nine adult women previously diagnosed with BPD, co-occurring clinical syndromes and severe self-harm behaviour who self-identified as recovered for a minimum of two years, recruited from a network for individuals with lived experience. The average duration of recovery was 5.7 years with a range from 2 to 10 + years. Data were analysed using thematic analysis. Results Four main themes and 14 subthemes were generated from our analyses. Main themes indicated that loved ones helped recovery and to create a life worth living, that participants identified as recovered and as healthy and beyond, and that becoming well is a long process associated in part with reclaiming a healthy identity. Participants defined recovery as separate but related to a life worth living, which in turn was separate but related to being healthy and having lives they described as being beyond health and well-being. The wellness process was described as lengthy and non-linear, including setbacks that with time no longer derailed daily life. A proposed theoretical model depicting the wellness process over time from symptom remission to the experience of a life beyond health and wellness is presented. Conclusions This qualitative study contributes knowledge of what a life experienced as worth living means, as well as how wellness progressed into flourishing for some participants within a sample of individuals with lived experience. Our findings may inform treatment development that targets more than symptom reduction, which in turn may shorten trajectories from symptom remission to health, wellness, and flourishing.

BackgroundPesticides and metals may disrupt thyroid function, which is key to fetal brain development.ObjectivesTo evaluate if current-use pesticide exposures, lead and excess manganese alter free thyroxine (FT4), free triiodothyronine (FT3), and thyroid stimulating hormone (TSH) concentrations in pregnant women from the Infants' Environmental Health Study (ISA).MethodsAt enrollment, we determined women's (n = 400) specific-gravity corrected urinary pesticide (μg/L) metabolite concentrations of mancozeb (ethylene thiourea (ETU)), pyrimethanil, thiabendazole, chlorpyrifos, synthetic pyrethroids, and 2,4-D. We also measured manganese hair (MnH) (μg/g) and blood (MnB) (μg/L), and blood lead (PbB) (μg/L) concentrations. To detect an immediate and late effect on thyroid homeostasis, we determined TSH, FT4 and FT3 in serum obtained at the same visit (n = 400), and about ten weeks afterwards (n = 245). We assessed associations between exposures and outcomes with linear regression and general additive models, Bayesian multivariate linear regression, and Bayesian kernel machine regression.ResultsAbout 80%, 94%, and 100% of the women had TSH, FT4, and FT3 within clinical reference ranges, respectively. Women with higher urinary ETU, and pyrimethanil-metabolites, had lower FT4: β = -0.79 (95%CI = -1.51, -0.08) and β = -0.29 (95%CI = -0.62, -0.03), respectively, for each tenfold increase in exposure. MnB was positively associated with FT4 (β = 0.04 (95%CI = 0.00, 0.07 per 1 μg/L increase), and women with high urinary pyrethroid-metabolite concentrations had decreased TSH (non-linear effects). For the late-effect analysis, metabolites of pyrethroids and chlorpyrifos, as well as MnH, and PbB were associated decreased TSH, or increased FT4 and/or FT3.DiscussionMancozeb (ETU) and pyrimethanil may inhibit FT4 secretion (hypothyroidism-like effect), while chlorpyrifos, pyrethroids, MnB, MnH, PbB and Mn showed hyperthyroidism-like effects. Some effects on thyroid homeostasis seemed to be immediate (mancozeb (ETU), pyrimethanil, MnB), others delayed (chlorpyrifos, MnH, PbB), or both (pyrethroids), possibly reflecting different mechanisms of action.

Arctic warming is affecting snow cover and soil hydrology, with consequences for carbon sequestration in tundra ecosystems. The scarcity of observations in the Arctic has limited our understanding of the impact of covarying environmental drivers on the carbon balance of tundra ecosystems. In this study, we address some of these uncertainties through a novel record of 119 site-years of summer data from eddy covariance towers representing dominant tundra vegetation types located on continuous permafrost in the Arctic. Here we found that earlier snowmelt was associated with more tundra net CO2 sequestration and higher gross primary productivity (GPP) only in June and July, but with lower net carbon sequestration and lower GPP in August. Although higher evapotranspiration (ET) can result in soil drying with the progression of the summer, we did not find significantly lower soil moisture with earlier snowmelt, nor evidence that water stress affected GPP in the late growing season. Our results suggest that the expected increased CO2 sequestration arising from Arctic warming and the associated increase in growing season length may not materialize if tundra ecosystems are not able to continue sequestering CO2 later in the season.

Abstract Objectives The aim of this data paper is to describe a collection of 33 genomic, transcriptomic and epigenomic sequencing datasets of the B-cell acute lymphoblastic leukemia (ALL) cell line REH. REH is one of the most frequently used cell lines for functional studies of pediatric ALL, and these data provide a multi-faceted characterization of its molecular features. The datasets described herein, generated with short- and long-read sequencing technologies, can both provide insights into the complex aberrant karyotype of REH, and be used as reference datasets for sequencing data quality assessment or for methods development. Data description This paper describes 33 datasets corresponding to 867 gigabases of raw sequencing data generated from the REH cell line. These datasets include five different approaches for whole genome sequencing (WGS) on four sequencing platforms, two RNA sequencing (RNA-seq) techniques on two different sequencing platforms, DNA methylation sequencing, and single-cell ATAC-sequencing.

In the spring of 2020, schools and universities around the world were closed because of the COVID-19 pandemic. The relative lockdown affected more than 1.5 billion learners as teachers and students sheltered at home for several weeks. As schooling moved online, teachers were forced to change how they taught. In the research presented here, we focus on university mathematics professors, and we analyze how their practice, knowledge, and beliefs intertwine and change under these circumstances. More specifically, the context of the pandemic and the relative lockdown provides us with the experimental basis to argue that the new practice affected both knowledge and beliefs of mathematics teachers and that practice, knowledge, and beliefs form a system. Being part of a system, the reactions to change in practice can be of two types, namely, the system as a whole tries to resist change, or the system as a whole changes -- and it changes significantly. The research presented here proposes a model for describing and analyzing what we called a teaching system and examines three cases that help to better depict the systemic nature of teaching.

BackgroundRadiotherapy increases survival in patients with glioblastoma. However, the prescribed dose is limited by unwanted side effects on normal tissue. Previous experimental studies have shown that FLASH radiotherapy (FLASH-RT) can reduce these side effects. Still, it is important to establish an equal anti-tumor efficacy comparing FLASH-RT to conventional radiotherapy (CONV-RT).MethodsFully immunocompetent Fischer 344 rats with the GFP-positive NS1 intracranial glioblastoma model were irradiated with CONV-RT or FLASH-RT in one fraction of 20 Gy, 25 Gy or 30 Gy. Animals were monitored for survival and acute dermal side effects. The brains were harvested upon euthanasia and tumors were examined post mortem.ResultsSurvival was significantly increased in animals irradiated with CONV-RT and FLASH-RT at 20 Gy and 25 Gy compared to control animals. The longest survival was reached in animals irradiated with FLASH-RT and CONV-RT at 25 Gy. Irradiation at 30 Gy did not lead to increased survival, despite smaller tumors. Tumor size correlated inversely with irradiation dose, both in animals treated with CONV-RT and FLASH-RT. Acute dermal side effects were mild, but only a small proportion of the animals were alive for evaluation of those side effects.ConclusionThe dose response was similar for CONV-RT and FLASH-RT in the present model. Tumor size upon the time of euthanasia correlated inversely with the irradiation dose.

Aims. Traditional long-term ECG monitoring systems have primarily been used by cardiologist. New remote and wearable easy-to-use devices have led to increased use of ECG recordings also outside cardiology clinics. The aims of this study were to assess the feasibility and diagnostic accuracy of interpretation of the one-lead ECG recordings from a patch ECG device (ECG247 Smart Heart Sensor system) by general practitioners (GP). Methods. Norwegian GPs were invited to digitally assess 10 long-term ECG recordings with different arrhythmias performed by the ECG247 Smart Heart Sensor system. For all ECG examinations, the presence/absence of different arrhythmias was registered. Results. A total of 40 GPs accepted the invitation and assessed all the 10 long-term ECG recordings. All the tests were assessed as interpretable by all the GPs. Arrhythmias (atrial fibrillation/flutter, supraventricular tachycardia, and ventricular tachycardia) were correctly identified in most cases, with sensitivity of 98% (95% CI 95-99%), specificity of 75% (95% CI 68-82%), and diagnostic accuracy of 89% (85-92%). Incorrect automatic system algorithm interpretations were rarely corrected by the GPs. Conclusion. GPs interpreted one-lead recordings by the ECG247 Smart Heart Sensor system with high diagnostic accuracy for common arrhythmias. However, in cases with rare arrhythmias, we recommend consulting a cardiologist to confirm the diagnosis before treatment is initiated. This trial is registered with NCT04700865.

Aims. Users of homecare services are often excluded from clinical trials due to advanced age, multimorbidity, and frailty. Atrial fibrillation (AF) is a common and frequently undiagnosed arrhythmia in the elderly and is associated with severe mortality, morbidity, and healthcare costs. Timely identification prevents associated complications through evidence-based treatment. This study is aimed at assessing the feasibility of AF screening using new digital health technology in older people in a homecare setting. Methods. Users of homecare services≥65 years old with at least one additional risk factor for stroke in two Norwegian municipalities were assessed for study participation by nurses. Participants performed a continuous prolonged ECG recording using a patch ECG device (ECG247 Smart Heart Sensor). Results. A total of 144 individuals were assessed for study participation, but only 18 (13%) were included. The main reasons for noninclusion were known AF and/or anticoagulation therapy (25%), severe cognitive impairment (26%), and lack of willingness to participate (36%). The mean age of participants performing the ECG test was 81 (SD±7) years, and 9 (50%) were women. All ECG tests were interpretable; the mean ECG monitoring time was 104 hours (IQR 34-338 hours). AF was detected in one individual (6%). Conclusion. This feasibility study highlights the challenges of enrolling older people receiving homecare services in clinical trials. However, all included participants performed an interpretable and prolonged continuous ECG recording with a digital ECG patch device. This trial is registered with NCT04700865.

BackgroundPsoriasis is a disease that commonly manifests in adolescence. Up to half of adults with psoriasis develop it before the age of 20. Topical formulations containing corticosteroids and/or vitamin D3 analogs are recommended for treatment.ObjectiveThis phase II study aimed to evaluate the safety, including any potential effect on the hypothalamic-pituitary-adrenal axis and calcium metabolism, and efficacy of fixed-dose combination calcipotriene (0.005%) and betamethasone (0.064% as dipropionate) (Cal/BD) gel in adolescents with psoriasis.MethodsPatients aged 12 to

Many studies have investigated students' problem-posing activities. However, there has not been a strong focus on affective aspects in mathematical problem-posing. Also, students' understanding of the function concept whilst generating functions has not previously been investigated. This paper investigated students' misconceptions of the function concept through problem-posing tasks. It also delineates students' views on the problem-posing experiences in a functional context. The participants of this study were 74 female high-school students, of whom six were selected according to their performance on a problem-posing test to air their views. The findings show that problem-posing was a good approach for pinpointing students' misconceptions about function concept, some of which are presented in this paper. Students' interviews also indicate that, besides being productive and enjoyable for students, problem-posing activities helped them to develop a deeper understanding of the function concept through reflection. Indeed, exploring students' views in depth made it possible to provide a better analysis of the factors that can inform the effective use of problem-posing in mathematics education.

The value of traditional faculty development programmes has been questioned regarding its effectiveness in transforming clinical education. Rather than training faculty separately from their colleagues, the faculty development programme described in this paper presented an opportunity for teams of faculty to improve clinical education by developing tools grounded in medical education research. The five participating teams were interviewed in focus groups at the end of the programme and followed up with emails and phone calls three years after the end of the programme. The interview data were analysed according to conventional content analysis. Immediately after completion of the programme, all teams had managed to implement their tools, and three years later, four were still in use. The study demonstrates that critical success factors for faculty development to transform change in practice included a design focused on a stepwise, longitudinal programme; coaching of teams; management and peer engagement, and programme days that created space for reflection, development, and discussion.

For too long, problem solving has been studied as a solitary and isolated activity where individuals make progress based on personal resources acquired from knowledge, previous experiences or moments of illumination; however, in society, and indeed amongst mathematicians, problem solving can be highly collaborative and occurs in spaces where external resources (technology, the internet, social connections etc.) are abundant. In this paper, we present research into what problem solving looks like in classrooms when it is done collaboratively with access to resources that go beyond the knowledge and past experiences of the individual and even the group. Results indicate that in such choice-affluent environments, students will seek out new resources either when their collective or individual resources run low and will do so either by looking or discussing with others. This manuscript also offers a new methodological tool in the form of, what we call, gaze-dialogue transcripts for documenting such resource acquisition.

This study concerns a professional development course designed and implemented for prospective teachers, centred on a teaching method regarding problem-solving activity, namely, the Thinking Classroom. The study is framed in the theory of cultural transposition, a perspective about the encounter with teaching practices from different cultural/school contexts. Cultural aspects are considered crucial and this encounter between cultures is seen as an opportunity for actors to become aware of their own unthoughts, i.e., some of the 'invisible' cultural beliefs about teaching and learning absorbed by their own culture. According to this framework, we present the results from a questionnaire given to all the participants, and two case studies of prospective teachers involved in the professional development, in order to discuss the kind of unthoughts on which they have focused in thinking about this training experience.

Environmental impact assessments for new Arctic infrastructure do not adequately consider the likely long-term cumulative effects of climate change and infrastructure to landforms and vegetation in areas with ice-rich permafrost, due in part to lack of long-term environmental studies that monitor changes after the infrastructure is built. This case study examines long-term (1949–2020) climate- and road-related changes in a network of ice-wedge polygons, Prudhoe Bay Oilfield, Alaska. We studied four trajectories of change along a heavily traveled road and a relatively remote site. During 20 years prior to the oilfield development, the climate and landscapes changed very little. During 50 years after development, climate-related changes included increased numbers of thermokarst ponds, changes to ice-wedge-polygon morphology, snow distribution, thaw depths, dominant vegetation types, and shrub abundance. Road dust strongly affected plant-community structure and composition, particularly small forbs, mosses, and lichens. Flooding increased permafrost degradation, polygon center-trough elevation contrasts, and vegetation productivity. It was not possible to isolate infrastructure impacts from climate impacts, but the combined datasets provide unique insights into the rate and extent of ecological disturbances associated with infrastructure-affected landscapes under decades of climate warming. We conclude with recommendations for future cumulative impact assessments in areas with ice-rich permafrost.

This paper assesses trending AI foundation models, especially emerging computer vision foundation models and their performance in natural landscape feature segmentation. While the term foundation model has quickly garnered interest from the geospatial domain, its definition remains vague. Hence, this paper will first introduce AI foundation models and their defining characteristics. Built upon the tremendous success achieved by Large Language Models (LLMs) as the foundation models for language tasks, this paper discusses the challenges of building foundation models for geospatial artificial intelligence (GeoAI) vision tasks. To evaluate the performance of large AI vision models, especially Meta’s Segment Anything Model (SAM), we implemented different instance segmentation pipelines that minimize the changes to SAM to leverage its power as a foundation model. A series of prompt strategies were developed to test SAM’s performance regarding its theoretical upper bound of predictive accuracy, zero-shot performance, and domain adaptability through fine-tuning. The analysis used two permafrost feature datasets, ice-wedge polygons and retrogressive thaw slumps because (1) these landform features are more challenging to segment than man-made features due to their complicated formation mechanisms, diverse forms, and vague boundaries; (2) their presence and changes are important indicators for Arctic warming and climate change. The results show that although promising, SAM still has room for improvement to support AI-augmented terrain mapping. The spatial and domain generalizability of this finding is further validated using a more general dataset EuroCrops for agricultural field mapping. Finally, we discuss future research directions that strengthen SAM’s applicability in challenging geospatial domains.