Abstract: 

This paper discusses the effectiveness of dialogic learning as an adults’ learning theory. It specifically focuses on how Mathematics and Physics Dialogic Gatherings (M&PDG) can enhance the critical thinking of adult learners and hence develop their learning in both topics. Two studies were set where the participants engaged in dialogic reading activity reading classics in mathematics or physics. The former study took place in Barcelona, Spain and involved adult women of above 40-years-old with low literacy skills engaging in mathematics. The latter took place in Kendal, UK and involved two groups of adult A Level students, one studying Psychology and the other Physics. Although the samples were extremely diverse, the results demonstrated that classical readings can significantly improve critical thinking and dialogic talk in all groups and provide the potential to create further learning opportunities.