We study the relationship between creative tasks and the quality of learning. We found that when confronted with problem posing contexts, a high achiever in mathematics displays cognitive flexibility, and reaches a number of new understandings that allow deep learning. Consequently, efficient learning can be promoted in a context that combines problem posing and problem solving situations.
Voica, C., & Singer, F. M. (2012). Creative contexts as ways to strengthen mathematics learning. In Procedia - Social and Behavioral Sciences (Vol. 33, pp. 538–542). https://doi.org/10.1016/j.sbspro.2012.01.179