I'd first like to say that I'm sorry, Bob and Mark, for the fact that you hold such an uninformed view of the Investigations program. It really sounds as though maybe your schools have not done a proper job of introducing the program to parents. It is in fact quite different from traditional textbook math. It looks different from what you and I were doing in elementary math. I strongly feel that if a school makes a switch, they need to share their reasoning and market the idea so that all stakeholders are aware and have the opportunity to make an informed judgement.
I'd also like to say that I "ditto" the comments Cynthia so eloquently made. I'll add that no matter which program a teacher chooses to use in his or her classroom, if the teacher lacks professional judgement and know-how, the program will fail. The program does not teach the students, the teacher teaches the students. Good teachers will teach all students no matter what. Teachers also need a great deal of ongoing support when implementing a new program and they need to buy into it in order to give it the time it deserves. TERC is not a program where you can open up to page 62 and teach. It requires teachers to read, plan and explore their own conceptual understandings before they can even begin to think about presenting it to the class. It is not a program that schools can simply hand to teachers and have them teach it. Teachers accustomed to traditional math will need training and ongoing guidance.
As a teacher, I love TERC because it is written with an underlying respect for professionals unlike traditional textbook math. It raises the bar for teachers and it raises the bar for students. I'll also say that I taught a 3rd grade inclusive class and I had 100% of my students pass on the Test of New York State Standards-Math. I attribute their success to the kinds of experiences I'm able to provide them with Investigations.
Bob and Mark, I do hope that you will go to your childrens' teachers and principals and ask questions.