While the development of creativity, or creative thinking, in mathematics is considered important by many researchers, there are several difficulties in implementing creative tasks, especially before secondary school. Within the original context of a mathematical escape game, this paper reports two episodes exemplifying the difficulties met by sixth graders in abandoning stereotyped habits and acting with creative insubordination. While in the first episode, the puzzling task does not suffice to prompt creativity, in the second episode we show that an original solution may prompt unexpected mathematical contents. In conclusion, escape games could be useful to prompt creativity even in lower grades than it is now shown in the literature, but attention should be paid to the teacher's role in sustaining such creative activities.