MATH 132
Complex Analysis for Applications
Grades
3.01
Average grade awarded in MATH 132. Not a student rating: this is what the grades were.
In the A range
40%
of the 956 letter grades
D, F or W
8.4%
of every letter grade awarded, plus withdrawals
Taken pass/no pass
<1%
3 of 4 students passed
The registrar's own records: 956 grades over 13 terms, Fall 2021 to Fall 2025. Every instructor is pooled here.
What is inside that record
1 of those terms is a summer session, and summer sessions are counted here.
The table below splits them, and term averages across those 13 terms ran 2.38 to 3.66.
Historical grades for all professors, across recorded terms. The course summary above includes all professors.
- A+ 26 · 2.7%
- A 246 · 25.7%
- A- 107 · 11.2%
- B+ 110 · 11.5%
- B 150 · 15.7%
- B- 78 · 8.2%
- C+ 47 · 4.9%
- C 87 · 9.1%
- C- 25 · 2.6%
- D+ 12 · 1.3%
- D 24 · 2.5%
- D- 14 · 1.5%
- F 30 · 3.1%
- P 3 of 967
- NP 1 of 967
- I 7 of 967
Percentages are of the 956 letter grades. Grey bars are non-letter outcomes: passes (P), no-passes (NP), and incompletes (I).
How the non-letter outcomes are counted
They are excluded from the GPA entirely rather than scored, because counting a P as a 4.0 would be a fabrication.
By instructor
| Instructor | Predicted GPA | Raw | n | Terms | A range | Workload | Summer Session C 2026 |
|---|---|---|---|---|---|---|---|
| MUTLU AKATURK, HATICE reviews ↗ | 2.72 | 2.69 | 149 | 3 | 24% | average | not teaching it |
| ROPER, MARCUS LEIGH reviews ↗ | 3.24 | 3.27 | 124 | 2 | 56% | - | not teaching it |
| MIN, HYUNKI reviews ↗ | 3.34 | 3.38 | 116 | 2 | 57% | light | not teaching it |
| XIONG, HAOREN reviews ↗ | 3.00 | 3.00 | 110 | 3 | 33% | light | not teaching it |
| ZHAO, ZIWEN reviews ↗ | 3.14 | 3.16 | 90 | 3 | 42% | light | not teaching it |
| JOHNSON, CASEY LYNN reviews ↗ | 2.50 | 2.40 | 89 | 2 | 27% | - | not teaching it |
| LIU, KEFENG reviews ↗ | 2.92 | 2.89 | 69 | 1 | 19% | heavy | not teaching it |
| ARANT, TYLER JAMES reviews ↗ | 3.50 | 3.68 | 45 | 1 | 69% | heavy | not teaching it |
| YANG, TONGOU reviews ↗ | 2.84 | 2.75 | 35 | 1 | 26% | light | not teaching it |
| CONLEY, WILLIAM JOSEPH reviews ↗ | 3.04 | 3.05 | 33 | 1 | 52% | - | not teaching it |
| BEERS, DAVID reviews ↗ | 2.79 | 2.67 | 33 | 1 | 33% | - | not teaching it |
| LIU, GANG reviews ↗ | 3.42 | 3.64 | 32 | 1 | 69% | heavy | not teaching it |
| SHLYAKHTENKO, DIMITRI Y reviews ↗ | 2.90 | 2.84 | 31 | 1 | 23% | - | not teaching it |
Why Predicted is not the Raw average
“Predicted” is shrunk toward the course average, which is itself shrunk toward the department, so an instructor with a handful of students sits near the course mean rather than topping the list.
Grade records describe outcomes. For what a course is like to take, read student reviews written on dibs below or follow the separate external review link.
Workload and assignments
Work types reported in BruinWalk reviews of this course, across recorded instructors and terms. They may differ from this term's syllabus.
dibs has read this course’s reviews and none of them say what kind of work it sets, so dibs has nothing to show rather than a guess. Read from 88 reviews 26 days ago. That is the reviewers being silent, and not a course that sets no work.
What comes first
The chain dibs can see is 4 courses long before MATH 132. Read from Fall 2026, because dibs has not read a class page for MATH 132 in Summer Session C 2026 and a department can change what it requires. dibs has read a class page for every course in it.
Counted in courses rather than quarters: dibs does not know which of them a department lets you take together.
From the registrar's catalog
Lecture, three hours; discussion, one hour. Requisites: courses 32B, 33B. Introduction to basic formulas and calculation procedures of complex analysis of one variable relevant to applications. Topics include Cauchy/Riemann equations, Cauchy integral formula, power series expansion, contour integrals, residue calculus.
Sections in Summer Session C 2026
From the people who took it
Student reviews
What taking MATH 132 was like: the work, the teaching, and what students wish they’d known.
Your experience could be the first.
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