This article elucidates the essence and concept of the motivational sphere of primary schoolchildren in the process of learning mathematics during extracurricular activities, as well as the methods, techniques, and approaches that enable the achievement of positive results in this process. In addition, the article describes diagnostic materials and a pedagogical program, and provides illustrative examples of lessons structured according to the extracurricular system. It examines the development of the motivational sphere of primary schoolchildren in mastering mathematics under extracurricular conditions as a resource for overcoming subject learning difficulties and achieving the results required by educational standards. The theoretical overview identifies the multicomponent nature of academic motivation and its regulatory function in children's activity, and elucidates the relationship between external and internal incentives, the role of academic motives, and the heterogeneity of reasons underlying identical academic actions. A typology of motives is presented (social and cognitive levels, including positional motives, motives of cooperation, academic-cognitive motives, and self educational motives), supplemented by a description of motivational types among primary schoolchildren, which differ in combinations of responsibility, dependence on authority, orientation toward approval, and autonomy in experiencing success or failure. Pedagogical methods for fostering positive motivation are summarized, with extracurricular work highlighted as it allows variation in the content and organization of activities while maintaining links to the core curriculum. Requirements for designing extracurricular lessons are outlined: accounting for age and psychological characteristics, integration with mainstream instruction, reliance on school traditions and educational priorities, and provision of student choice; the functions of mathematical tasks in extracurricular format are demonstrated (motivational, developmental, cognitive, didactic, and controlling), implemented through gaming, problem-based, discussion-based, and modeling techniques. A diagnostic assessment of second-graders using the method of component analysis of motivation for mathematics classes revealed a predominance of low (48%) and medium (40%) levels, with a minimal share of high (12%), justifying the need for additional pedagogical support. The Land of mathematics program is proposed, comprising 17 sessions with thematic planning that includes computational, logical, spatial-temporal, and task-oriented blocks; detailed examples of sessions ( Subtract and answer , quest game Mathematical kaleidoscope ) are provided, with descriptions of procedures, tools, and expected academic and behavioral effects, demonstrating the potential of extracurricular activities for sustainably enhancing interest in mathematics and academic independence.