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I like your ‘unexpected connections’ description.
About the worked examples/giving problems which are different in their ‘deep structure’: first of all in school level maths none of the structure is particularly deep! It’s the surface features that cause confusion, and to avoid what I believe is called ‘discrimination error’ we need to give students lots of problems which _look_ different. Of course they need to have the mastered knowledge already, but they also need to get used to looking for those connections.
That giant of Maths blogging, Mr Reddy, has described how he has made ‘mash-up’ problems that require knowledge from 2 or more already-known topic areas to be applied in the each problem. This forces students to search for and connect the knowledge they need to use. Practice in these kinds of problems really does seem to make people better at solving them, and you can’t “worked example” them, like you can the sub-skills involved.